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Contents
Introduction
This is the higher-level teaching text for Year 9. It accompanies Maths Frameworking Year 9 Pupil Book 3 and
caters for students working at Levels 68. Students who are working at Levels 35 are catered for by Pupil Book 1
and Teachers Pack 1. Those working at Levels 57 are catered for by Pupil Book 2 and Teachers Pack 2.
Maths Frameworking has been based totally on the finalised National Numeracy Strategy document. The detailed
lesson plans deliver core material from the Frameworks medium-term plans. We have reduced the teaching time
from the 105 hours recommended in the NNS to around 85 one-hour lessons. This should enable teachers some
flexibility to include tests, extended activities and revision classes in their teaching programme, and allows for the
normal events that disrupt teaching time.
The lesson plans have the following features:
Framework objectives to identify the key learning outcomes from the Framework
Engaging Oral and mental starter activities to involve the whole class
Main lesson activities to help you lead students into exercise questions
Plenary guidance to round off the NNS three-part lesson
Key words which highlight when to introduce Framework Vocabulary terms
Extra Homework questions to consolidate and extend learning
Answers for all pupil book exercises, homework and SAT-style questions
PLUS
The free CD-ROM that comes with each teacher pack allows you to extract text and graphics from the
lesson plans, to help produce customised lessons for individualised teaching programmes. Diagrams can
also be reproduced for use on overhead projectors or electronic whiteboards. Full details of how to use
this resource are given on pages xxii.
Chapter numbers and titles in Maths Frameworking follow the NNS medium-term plans. Due to the break caused
by KS3 National Tests, the following specific approach has been taken to tackling the framework objectives in
later chapters:
Chapter 12 is devoted to revision and is followed by a mock SATs paper, for practice prior to KS3 National Tests.
Full answers and a tutorial section for the test, suitable for individual student use, are provided on the CD-ROM.
Chapters 13 to 15 allow students to consolidate and extend knowledge of Handling Data and Shape, Space
and Measures through a range of investigation tasks.
Chapter 16 consolidates Number and Algebra and prepares students for KS4 work.
The Oral and mental starters are designed to work with minimal specialised equipment a blackboard and a
piece of chalk would suffice but resources such as OHPs, A3-sized target boards, counting sticks, number
squares, student white boards and number fans make the activities easier to present and more accessible to
students. A selection of inexpensive or free numeracy resources are available from Collins. See the accompanying
website www.mathsframeworking.com for details.
The authors recognise that ICT provision in schools is varied and we have tried not to commit teachers to an
activity that they could not carry out. However, suggestions for activities using ICT are included throughout the
lesson plans and Pupil Book exercises. Some lessons also address cross-curricular issues such as Literacy and
Citizenship.
For further information and resources for ICT integration, visit www.mathsframeworking.com
The NNS is intended to improve standards. This can only be done by the good work of teachers in the classroom.
The authors appreciate the good work teachers do and hope that Maths Frameworking proves a suitable resource
to help them.
Kevin Evans, Keith Gordon, Trevor Senior and Brian Speed
Framework Objectives
Matching Chart
This chart matches the National Strategy Framework Objectives (Year 9, core and extension) to specific lesson plans in
Maths Frameworking Year 9 Teachers Pack 3.
Using and applying mathematics to solving problems Chapter title Lesson number and title
Solve increasingly demanding problems and evaluate solutions; explore Solving Problems and Revision 12.1 Fractions, percentages and
connections in mathematics across a range of contexts: number, algebra, decimals
shape, space, and measures, and handling data. 12.2 Long multiplication and
division; ratio; directed numbers
Represent problems and synthesise information in algebraic, geometric or Solving Problems and Revision 12.3 Rules of algebra and linear
graphical form; move from one form to another to gain a different equations
perspective on the problem. 12.4 Graphs
12.5 Shape, Space and Measures
Solve substantial problems by breaking them into simpler tasks, using a Handling Data 3 13.2 A handling data project
range of efficient techniques, methods and resources, including ICT.
Present a concise, reasoned argument, using symbols, diagrams, graphs Shape, Space and Measures 4 14.2, 14.3 Shape and space
and related explanatory text; give solutions to problems an appropriate investigation
degree of accuracy. 14.5, 14.6 Symmetry investigation
Suggest extensions to problems, conjecture and generalise; identify Shape, Space and Measures 4 14.2, 14.3 Shape and space
exceptional cases or counter-examples, explaining why. investigation
14.5, 14.6 Symmetry investigation
Calculations
Understand the effects of multiplying and dividing by numbers between 0 Number 1 2.6 Numbers between 0 and 1
and 1; use the laws of arithmetic and inverse operations.
Estimate calculations by rounding numbers to one significant figure and Number 1 2.8 Rounding and approximation
multiplying or dividing mentally.
Use known facts to derive unknown facts; extend mental methods of Oral and mental starter activities
calculation, working with decimals, fractions, percentages, factors, throughout
powers and roots; solve word problems mentally.
Check results using appropriate methods. Throughout
Calculator methods
Use the reciprocal key of a calculator. Number 2 2.7 Reciprocal of a number
Enter numbers in standard form into a calculator and interpret the display. Number 2 7.2 Multiplying with numbers in
standard form
7.3 Dividing with numbers in
standard form
Use a calculator efficiently and appropriately to perform complex Number 2 7.7 Efficient use of a calculator
calculations with numbers of any size, knowing not to round during
intermediate steps of a calculation; use the constant, ( and sign change
keys, function keys for powers, roots and fractions, brackets and the
memory.
Enter numbers and interpret the display in context (negative numbers, Solving Problems and Revision 12.1 Fractions, percentages and
fractions, decimals, percentages, money, metric measures, time). decimals
12.2 The four rules, ratios and
directed numbers
Algebra
Equations, formulae and identities
Solve a pair of simultaneous linear equations by eliminating one Algebra 3 3.1 Simultaneous equations
variable. 3.2 Solving by substitution
Construct and solve linear equations with integer coefficients (with and Algebra 3 3.1 Simultaneous equations
without brackets, negative signs anywhere in the equation, positive or 3.2 Solving by substitution
negative solution), using an appropriate method.
Solve linear inequalities in one variable, and represent the solution set on Algebra 3 3.5 Inequalities
a number line; begin to solve inequalities in two variables.
Solve problems involving direct proportion using algebraic methods, Algebra 3 3.6 Graphs showing direct
relating algebraic solutions to graphical representations of the equations; proportion
use ICT as appropriate.
Link a graphical representation of an equation or a pair of equations to Algebra 3 3.7 Solving simultaneous equations
the algebraic solution. by graphs
Simplify or transform algebraic expressions by taking out single-term Algebra 5 11.1 Expansion
common factors; add simple algebraic fractions. 11.2 Factorisation
Square a linear expression, expand the product of two linear expressions Algebra 5 11.2 Factorisation
of the form x n and simplify the corresponding quadratic expression; 11.3 Quadratic factorisation
establish identities such as a2 b2 = (a + b)(a b).
Derive and use more complex formulae, and change the subject of a Algebra 5 11.5 Change of subject
formula.
Transformations
Enlarge 2-D shapes given a fractional scale factor; recognise the similarity Shape, Space and Measures 3 10.1 Fractional enlargements
of the resulting shapes; understand the implications of enlargement for
area and volume.
Transform 2-D shapes by combinations of translations, rotations and Shape, Space and Measures 4 14.4 Symmetry revision
reflections, on paper and using ICT; know that translations, rotations and
reflections preserve length and angle and map objects on to congruent
images; identify reflection symmetry in 3-D shapes.
Coordinates
Find points that divide a line in a given ratio, using the properties of Shape, Space and Measures 2 6.1 Similar triangles
similar triangles.
Begin to use sine, cosine and tangent in right-angled triangles to solve Shape, Space and Measures 3 10.2 Trigonometry: The tangent of an
problems in two dimensions. angle
10.3 Trigonometry: The sine and
cosine of an angle
10.4 Solving problems using
trigonometry
Know and use the formulae for the circumference and area of a Shape, Space and Measures 4 14.1 Shape and space revision
circle.
Calculate the surface area and volume of right prisms. Shape, Space and Measures 4 14.1 Shape and space revision
Handling data
Specifying a problem, planning and collecting data
Suggest a problem to explore using statistical methods, frame questions Handling Data 1 5.1 Statistical investigations
and raise conjectures.
Design a survey or experiment to capture the necessary data from one Handling Data 1 5.1 Statistical investigations
or more sources; determine the sample size and degree of accuracy
needed; design, trial and if necessary refine data collection sheets.
Identify possible sources of bias and plan how to minimise it. Handling Data 1 5.1 Statistical investigations
Handling Data 3 13.2 A handling data project
Discuss how data relate to a problem; identify possible sources, including Handling Data 1 5.1 Statistical investigations
primary and secondary sources. Handling Data 3 13.1 Revision of statistical
techniques
Design and use two-way tables. Handling Data 1 5.5 Two-way tables
Probability
Use the vocabulary of probability in interpreting results involving Handling Data 2 9.1 Probability statements
uncertainty and prediction. Handling Data 4 15.1 Revision of probability
Identify all the mutually exclusive outcomes of an experiment; know that Handling Data 2 9.2 Mutually exclusive events and
the sum of probabilities of all mutually exclusive outcomes is 1 and use exhaustive events
this when solving problems. 9.3 Combining probabilities and
tree diagrams
Handling Data 4 15.1 Revision of probability
Understand relative frequency as an estimate of probability and use this Handling Data 2 9.4 Estimates of probability
to compare outcomes of experiments. Handling Data 4 15.1 Revision or probability
15.2 A probability investigation
Estimate probabilities from experimental data. Handling Data 2 9.4 Estimates of probability
Handling Data 4 15.1 Revision of probability
Compare experimental and theoretical probabilities in a range of Handling Data 4 15.1 Revision of probability
contexts; appreciate the difference between mathematical explanation 15.2 A probability investigation
and experimental evidence.
Maths Frameworking
Year 9 Teacher Pack 3 CD-ROM
This free Maths Frameworking Teacher Pack CD- Navigating the CD-ROM
ROM provides all the pages of this pack in PDF
format. These can be read by Adobe Acrobat Use the black, triangular direction buttons at the
Reader. If your computer does not already have top of the screen to move forwards or backwards
the Acrobat Reader software it can be installed between pages of text.
directly from the CD-ROM (please refer to the You can also navigate your way around by
installation instructions below). clicking on the bookmarks to each lesson, that
If your computer already has Acrobat Reader appear on the left hand side of the screen. If a plus
installed, follow these steps to view the Maths or minus sign appears to the left of a bookmark
Frameworking Teacher Pack CD-ROM: then you can click on this to show or hide
subordinate bookmarks.
Macintosh
Insert the Maths Frameworking Teacher Pack
CD-ROM into your CD-ROM drive. Printing the PDF pages
Double-click the Maths Frameworking icon. Select the print options you want by using Page
Setup in the File menu. When you are ready to
PC print, select Print from the File menu and
For Windows: specify the pages that you wish to print.
Click the Start button and select Run.
Type D:\MF.pdf. If you are not using the D
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Click OK.
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use the Show Clipboard command until you
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down the mouse button on the Text Select icon
on Windows 3.1 or non-Power Macintoshes.
and dragging to the Graphics Select tool. Or
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Mac OS X
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150 MB of available hard-disk space
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CHAPTER
1 Algebra 1 & 2
LESSON Framework objectives Sequences
Generate terms of a sequence using position-to-term definitions of the sequence,
1.1 on paper and using ICT.
After some discussion, put on the board the first and second differences:
1 4 9 16 25 36
First differences 3 5 7 9 11
Second differences 2 2 2 2
Explain that when a sequence has the same second differences, it is a quadratic
sequence. That is, a sequence whose nth term contains n2. In the example
above, T(n) = n2.
Finally, run through the sequence T(n) = n(n + 2), and show that the second
differences are constant.
The class can now do Exercise 1A from Pupil Book 3.
Exercise 1A Answers
1 a 17, 21, 25 b 23, 28, 33 c 30, 37, 44 d 34, 44, 55 e 50, 66, 84
f 29, 40, 53
2 a 5, 7, 9, 11 b 1, 4, 7, 10 c 9, 13, 17, 21 d 2, 7, 12, 17 e 1, 4, 9, 16
f 2, 5, 10, 17 g 2, 6, 12, 20 h 8, 14, 22, 32
3 a 4n + 2 b 7n + 1 c 3 4n d 3n 18 e 0.2n + 2.2 f 0.3n + 1.4
n (2n + 1)
g h
(3n 1) (5n 1)
4 a 2n b 100
5 a 6, 12, 20, 30, 42 b 0, 0, 2, 6, 12 c 1, 2, 5, 10, 17 d 2, 4, 6, 14, 34
e 3, 6, 9, 12, 39
6 b Both are 2 c 2
7 b Both are 4 c 6 d 2A
Extension Answers
Key Words
There are many different solutions to each part. The following includes one example of
each:
a 1, 1.5, 2, 2.5, 3 b 0.25, 0.5, 0.75, 1, 1.25 c 2, 4, 6, 8, 10 sequence
d 5, 10, 15, 20, 25 e 2.5, 5, 7.5, 10, 12.5
nth term
quadratic
sequence
first difference
Plenary second
Discuss with the class the results of the investigation in Exercise 1A, especially if difference
any student has completed Question 7.
Homework
1 Write down the first four terms of each sequence whose nth term is given below.
a 3n + 1 b 4n 2 c n2 + 7 d n(n + 3) e (n + 3)(n 1)
2 Find the nth term of each of the following sequences.
a 5, 7, 9, 11, b 2, 5, 8, 11, c 1, 4, 9, 16, d 3, 6, 11, 18,
3 Find the nth term of each of the following sequences of fractions.
a 12 , 23 , 34 , 45, b 13, 25, 37, 49,
4 Find the nth term of each of the following sequences.
a 3.5, 5, 6.5, 8, 9.5, b 5.1, 7.2, 9.3, 11.4, c 3.6, 6.1, 8.6, 11.1,
Answers
1 a 4, 7, 10, 13 b 2, 6, 10, 14 c 8, 11, 16, 23 d 4, 10, 18, 28 e 0, 5, 12, 21
2 a 2n + 3 b 3n 1 c n2 d n2 + 2
n n
3 a b
(n + 1) (2n + 1)
4 a 1.5n + 2 b 2.1n + 3 c 2.5n + 1.1
Exercise 1B Answers
Extension Answers
21(n2 + 3n + 6)
1 2 3
Diagram 1 2 3 4 5 6
Crosses 1 5 13
a Before drawing a diagram, can you predict, from the table, the number of crosses which are in
Diagram 4?
b Draw Diagram 4, and count the number of crosses there are. Were you right?
c Now predict the number of crosses for Diagrams 5 and 6.
d Check your results for part c by Drawing diagrams 5 and 6.
e Write down the term-to-term rule for the sequence of crosses. (Hint 4 = 22, 8 = 23)
Answers
a You will get the following results.
Diagram 1 2 3 4 5 6
Crosses 1 5 13 29 61 125
e T(n) = Term + 2n
Given that the inverse is the opposite process which returns the mapped values to their original values, the flow
diagram needs to be viewed in reverse. Reverse the arrows and start with x at the right-hand side, to give:
( x 3)
4 3 x
4
Remind the class that the inverse of is , and of + is . This gives the inverse function:
( x 3)
x
4
Show that this is the inverse function of x 4x + 3 by choosing a starting set of numbers, say, 1, 2, 3 and 4.
The class can now do Exercise 1C from Pupil Book 3.
Exercise 1C Answers
1 a x 12 x b x 15 x c x x 6 d x x 1 e x x + 3 f x 5x
( x 3) ( x 1) ( x + 3) ( x + 2) ( x 7)
2 a x b x c x d x e x
2 3 4 5 4
(x + 5)
f x
6
3 Two different types of example are:
12
i x 10 x 1 9 1 ii x 1 12 1
x
282 262
373 343
( x 6) ( x + 12)
4 a x b x c x 4x 3 d x 5x + 2 e x 2( x 3)
2 3
f x 2( x + 7)
5 a {2, 4, 6, 8, 10} b 2, 4, 6, 8, 10 c Yes
9 The lines are symmetrical about the line y = x
Answers
( x 1) ( x 3) ( x + 5)
1 a x 13 x b xx8 c xx6 d x 2x e x f x g
2 4 3
2 There will be a variety of different correct answers
3 a x 13 x 5 b x 2x 5 c x 4x 6
4 c The graphs are reflections of each other in the line y = x
Extension Answers
a 70 b 59 million
Population (millions)
60
50
40
30
20
10
0
01
21
41
61
81
01
21
41
61
81
01
18
18
18
18
18
19
19
19
19
19
20
Year
Exercise 1D Answers
4 a C b A c B
5 a C b A c B
6 a b c d e
1 Sketch graphs to show how the depth of water varies with time when water drips steadily into the
following containers.
a b c
Answers
1 a b c 2
a b c
d d d
t t t
Exercise 1E Answers
1 a 1, 3.5, 4.75, 5.375, 5.6875, 5.843 75, 5.921 875, 5.960 937 5, 5.980 468 75,
5.990 234 375, 5.995 117 188, 5.997 558 594
b 6 c Sequence always gets closer and closer to 6
2 a 1, 4.5, 6.25, 7.125, 7.5625, 7.78 125,
b 8 c Sequence always gets closer and closer to 8
3 a 1, 5.5, 7.75, 8.875, 9.4375, 9.71 875, 9.859 375,
b 10 c Sequence always gets closer and closer to 10
4 a 12
5 Gets closer to 4.5
6 Gets closer to 6
7 Gets closer to 7.5
8 Gets closer to 9
Extension Answers
AB
Sequence always gets closer to .
(A 1)
SATs Answers
Answers
1 b 3 c Always gets closer to 3
2 b 4 c Always gets closer to 4
3 Always gets closer to 7
4 A
A
5 The terms in the sequence will get closer to .
2
CHAPTER
2 Number 1
LESSON Framework objectives The four rules governing fractions
Use efficient methods to add, subtract, multiply and divide fractions. Cancel
2.1 common factors before multiplying and dividing.
Make sure students know that the mixed numbers cannot be separated as in addition or subtraction. They must
be converted to improper (top-heavy) fractions.
Division is a little harder to see. If calculators are used to investigate problems such as 27 13 , 34 45 and 23 89 ,
some students may see the method.
Most are unlikely to see that it requires turning the dividing fraction upside down and multiplying by it.
Demonstrate this with the above examples.
This is an easy method to use but not an easy one to understand. It can best be explained by examples such as
how many halves in 7? The answer is, of course, the same as multiplying by 2.
Now ask for the answer to 223 195. Explain how this is done, namely:
8 14 84 93 12
223 159 = = 1 7 = = 175
3 9 3 14 7
Do more examples if necessary.
The class can now do Exercise 2A from Pupil Book 3.
Exercise 2A Answers
1 a 11
2 12 b 430 17
c 311 d 356 e 519
15 f 713 g 817
20 h 1124
18 1
2 a 1
212 b 330 7 c 115 1 d 216 e 120 13
f 323 g 417
18 h 223
24
3 a 11
128 b 6326
c 20 13
d 28 9 e 96 17
f 75 22
2
b 169
c 28 5 1
d 6 e 10 3 1
f 2 g 11 3
h 15 i 3 j 14
2 2
4 a 15
2 4 1 f 5 g 15 h 625 i 425 j 1110
1 4 4 7
5 a 35 b 85 c 4 d 24 e 121
6 a 4 b 119 c 114 d 18 7 e 223 f 23 g 16
49 h 1 1
12 i 5
6 j 2
3
7 a 2 b 216 3 c 2 d 124 1 e 115 f 12
19 g 712 h 516
19 1 i 22 7 j 423
2
9 cm2 9 2432 9 5
cm2 10 46 = 4 lengths 11 25 m 2
8
Key Words
Extension Answers
Magic number is 1
2
15 35 4
15 convert
7 13 15 equivalent
15
fraction
25 1 8
15 15
mixed number
top-heavy
fraction
improper
fraction
Plenary lowest common
Write the following problem on the board: 415 1012 38 . multiple
Work through it, cancelling whenever possible. The answer is 20 3 . cancelling
Repeat for 18 43 13
1 1 2 3 3 5 3 ) (answer: 112 ).
1
(answer: 4) and ( 8 + 6 ) ( 4 + 18
Homework
1 Convert each of the following pairs of fractions to equivalent fractions with a common denominator.
Then work out each answer, cancelling down and/or writing as a mixed number if appropriate.
a 225 + 214 b 223 + 118 c 258 112
5 5 134
d 312
2 Work out each of the following. Cancel before multiplying when possible.
a 16 38 b 23 34 c 29 16
3 d 415 137 e 238 135
3 Work out each of the following. Cancel at the multiplication stage when possible.
a 14 13 b 3
16 9
14 c 16 13 d 258 16
7 e 235 10
3
Answers
1 a 413 b 319
20 5 d 123
c 124
24
2 a 16 b 2 c 24 d 6 e 345
1 1
1
3 a 34 b 24
7 c 12 d 6 e 823
Exercise 2B Answers
Extension Answers
1 How much would you have in the bank if you invest as follows?
a 450 at 3% interest per annum for 4 years.
b 6000 at 4.5% interest per annum for 7 years.
2 Stocks and shares can decrease in value as well as increase. How much would your stocks and
shares be worth if you had invested as follows?
a 1000, which lost 14% each year for 3 years.
b 750, which lost 5.2% each year for 5 years.
Answers
1 a 506.48 b 8165.17
2 a 636.06 b 574.25
Exercise 2C Answers
1
1200 g
2
260
3
Camera 190, heater 60, printer 70, washer 250, sofa 450, computer 1800
4
128
5
50
6
41.4%
7
4.2%
8 946 154
9 15
10 South-east England 24%, Scotland 16%, Yorkshire 15%, East Anglia 36%
Extension Answers
Original
Multiplier
value
Homework
1 A packet of biscuits claims to be 24% bigger! It now contains 26 biscuits. How many did it have
before the increase?
2 After a 10% price decrease, a hi-fi system now costs 288. How much was it before the decrease?
3 This table shows the cost of some items after 1712 % VAT has been added. Work out the cost of each
item before VAT.
4 A pair of designer jeans is on sale at 96, which is 60% of its original price. What was the original
price?
5 A pair of boots, originally priced at 60, were reduced to 36 in a sale. What was the percentage
reduction in the price of the boots?
Answers
1 21 biscuits
2 320
3 Radio 96, table 112, cooker 280, bed 320
4 160
5 40%
Exercise 2D Answers
Extension Answers
a 2d b 3d c 21 d d 3d e 8d f 81 d
Answers
1 56.25 2 20 min 3 12 mm 4 14 5 12 days 6 3 days 7 12 h 8 5 min
12 cm
4 cm 18 cm
2 cm 6 cm C
3 cm B
A
2 cm 4 cm 12 cm
These three blocks are similar. This means that the ratio height : length : width is
the same for all three blocks.
a Work out the area of the front face of each block.
b Work out the volume of each block.
Work out each of the following ratios and write it in the form 1 : n.
c i Length of block A to length of block B.
ii Area of the front face of block A to area of the front face of block B.
iii Volume of block A to volume of block B.
d i Length of block A to length of block C.
ii Area of the front face of block A to area of the front face of block C.
iii Volume of block A to volume of block C.
e i Length of block B to length of block C.
ii Area of the front face of block B to area of the front face of block C.
iii Volume of block B to volume of block C.
Look at your answers to parts c, d and e. What do you notice?
Explain the connection between the ratio of the lengths, areas and volumes of
similar shapes.
After the investigation, the class can now do Exercise 2E from Pupil Book 3.
Exercise 2E Answers
1 b i 1 : 3 ii 1 : 9 iii 9 5 = 45 cm2 c i 1 : 5 ii 1 : 25
iii 25 5 = 125 cm2
2 b i 1 : 4 ii 1 : 64 iii 64 6 = 384 cm3 c i 1 : 5 ii 1 : 125
iii 125 6 = 750 cm3
3 90 cm2
4 4 cm2
5 64 cm3
6 2 cm3
7 a 41 b 81
8 a 1 : 100 b 1 : 10 000 c 1 : 1 000 000
Extension Answers
a Height : radius in same ratio b i 12.57 cm2, 28.27 cm2, 78.54 cm2
ii 50.27 cm3, 169.65 cm3, 785.40 cm3 c i 1 : 2.25 ii 1 : 6.25 iii 1 : 3.375
iv 1 : 15.625 d i 1 : 9 ii 1 : 27
1 Two similar, plane shapes, A and B, have lengths in the ratio 1 : 4. The area of shape A is 10 cm2.
What is the area of shape B?
2 Two similar, plane shapes, P and Q, have lengths in the ratio 1 : 2. The area of shape Q is 100 cm2.
What is the area of shape P?
3 Two similar solids, C and D, have lengths in the ratio 1 : 3. The volume of solid C is 15 cm3.
What is the volume of solid D?
4 Two similar solids, R and S, have lengths in the ratio 1 : 2. The volume of solid S is 72 cm3.
What is the volume of solid R?
Answers
1 160 cm2 2 25 cm2 3 405 cm3 4 9 cm3
3 2 1 0 1 2 3
A B C D
1 0 1
The special numbers 1, 0 and 1 divide the number line into four sets of
numbers: A, B, C and D.
A contains all the numbers less than 1. B contains all the numbers between 1
and 0. C contains all the numbers between 0 and 1 and D contains all the
numbers greater than 1.
Exercise 2F Answers
1 2
A 1 B 0 C 1 D A 1 B 0 C 1 D
A D D C/D 0 A/B A A A C/D D D A A A/B
1 D 1 C 0 B 1 A 1 C 1 D A 1 B
B C/D C C 0 B B A/B B C C C/D A/B B B
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
C A/B B B 0 C C C/D C B B A/B C/D C C
1 A 1 B 0 C 1 D 1 A 1 B C 1 D
D A A A/B 0 C/D D D D A/B A A D D C/D
3 a ii b iii c iii d ii
4 For example: a 8 1 = 8 b 7 1.2 = 8.4 c 9 0.2 = 45
d 6 0.5 = +3
Extension Answers
No firm conclusions can be reached. The results depend on the numbers chosen.
Answers
a True b False, for example: (0.4)2 = 0.16 c False, for example 7 0.5 = 14, which is smaller d True
Do some examples and get the class to practise the use of this key.
Some students may find it just as easy to divide the number into 1, rather than
use the reciprocal key.
Next, ask them to find the reciprocal of each of these numbers: 40 (1 40 =
0.025) and 0.8 (1 0.8 = 1.25).
Do more examples, if necessary.
In Exercise 2G there are two questions (3 and 4) which are investigations. These
could be done as a class activity.
The class can now do Exercise 2G from Pupil Book 3.
Exercise 2G Answers
Extension Answers
Answers
1 a 0.047 619 , 0.045 45 , 0.043 47 , 0.041 66 , 0.04
b All except the reciprocal of 25 which terminates, and the reciprocal of 23 which neither recurs or terminates
2 a 0.02 b 250 c 0.016 66 d 1.6
1 START. You are 0.52 0.62 2 I am approx. 0.3. You are 892 0.48.
3 I am approx. 450. You are 0.29 0.31 4 I am approx. 0.09. You are 58 72.
5 I am approx. 4200. You are 0.32 61 6 I am approx. 18. You are 312 0.32.
7 I am approx. 90. You are 217 53 8 I am approx. 10 000. You are 0.092 0.12
9 I am approx. 0.009. You are 6.2 0.72 10 I am approx. 4.2. You are 187 0.68.
11 I am approx. 140. You are 3.2 0.33 12 I am approx. 0.9. You are 39 51.
13 I am approx. 2000. You are (72)2 14 I am approx. 4900. You are 0.32 0.11
15 I am approx. 0.03. You are 504 189 16 I am approx. 100 000. You are 96 0.11.
17 I am approx. 10. You are (0.68)2 18 I am approx. 0.49. You are 92 89.
19 I am approx. 8100. You are 0.092 321 20 I am approx. 27. END.
Exercise 2H Answers
Extension Answers
SATs Answers
1 By rounding each value to one significant figure, estimate the answer to each of the following.
a 0.83 793 b 618 0.32 c 812 0.38
d 0.78 0.049 e (38 3.2) 0.487 f (2.7 + 6.3) (0.52 0.17)
Homework answers
1 a 0.8 800 = 640 b 600 0.3 = 2000 c 800 0.4 = 2000 d 0.8 0.05 = 0.04
e (40 3) 0.5 = 240 f (3 + 6) (0.5 0.2) = 2.7
CHAPTER
3 Algebra 3
LESSON Framework objectives Simultaneous equations
Solve a pair of simultaneous equations by eliminating one variable.
3.1
Exercise 3A Answers
1 x = 4, y = 1 2 x = 1, y = 4 3 x = 3, y = 1 4 x = 5, y = 2 5 x = 7, y = 1
6 x = 5, y = 3 7 x = 4, y = 2 8 x = 2, y = 4 9 x = 3, y = 5 10 x = 2, y = 3
11 x = 4, y = 3 12 x = 5, y = 4
Extension Answers
1 a 29p b 19p
2 1.10
1 4x + y = 14 2 6x + 3y = 33
2x + y = 8 2x + 3y = 21
3 3x + y = 10 4 5x + 2y = 22
8x y = 1 7x 2y = 2
5 5x 4y = 36 6 5x + 3y = 50
2x 4y = 6 9x 3y = 48
Answers
1 x = 3, y = 2 2 x = 3, y = 5 3 x = 1, y = 7 4 x = 2, y = 6 5 x = 10, y = 3.5 6 x = 7, y = 5
Exercise 3B Answers
1 x = 4, y = 1 2 x = 2, y = 3 3 x = 4, y = 3 4 x = 7, y = 3 5 x = 2, y = 5
6 x = 4, y = 7 7 x = 2, y = 1 8 x = 3, y = 5 9 x = 6, y = 3 10 x = 8, y = 2
11 x = 1, y = 5 12 x = 4, y = 5
Extension Answers
1 2.25 2 1 h 20 min
1 3x + y = 8 2 6x + 4y = 36
2x + 5y = 27 2x + y = 11
3 5x + 2y = 47 4 3x + y = 24
3x y = 26 5x + 2y = 41
5 7x 4y = 16 6 8x 4y = 36
xy=1 x + 3y = 8
Answers
1 x = 1, y = 5 2 x = 4, y = 3 3 x = 9, y = 1 4 x = 7, y = 3 5 x = 4, y = 3 6 x = 5, y = 1
Exercise 3C Answers
Extension Answers
12 (n + 3)(n + 4) n
1 Find the first five terms of each of the following sequences given by:
a T(n) = n2 + 7n 3 b T(n) = 5n2 + 3n + 1 c T(n) = 6n2 5n
2 Find the nth term for each of the following quadratic sequences.
a 13, 25, 41, 61, 85 b 12, 18, 26, 36, 48 c 7, 14, 27, 46, 71
d 13, 72, 13
3 , 21
4 , 31
5 e 19, 18
4 , 31
9 , 16
, 25
48
69 f 12
25
44
, , ,
21 46
69 100
132
83 ,
193
Answers
1 a 5, 15, 27, 41, 57 b 9, 27, 55, 93, 141 c 1, 14, 39, 76, 125
2 a 2n2 + 6n + 5 b n2 + 3n + 8 c 3n2 2n + 6 d n/(n2 + n + 1) e n2/(2n2 + 3n + 4)
f (3n2 + 4n + 5)/( 6n2 + 7n + 8)
Exercise 3D Answers
1 a x = 15 b t = 15 c m = 24 d x = 12 e w = 8
2 a 22 b 2.17 c 2.75
3 a 0.8 b 3.2 c 16 d 2
4 a 3 b 17 c 19 d 21.5 e 4 f 5.5
Extension Answers
1
1 a 11 7 c 13 d 32
b 13 47
e 17
5 f 26
5
5
2 a 14 b 83 c 15 d 70
73
e 0.57 f 0.6
Answers
1 a x = 20 b t = 10 c m = 24 d x = 20 e w = 21
2 a x = 14 b x = 27 c x = 13 d x = 5
3 a x = 7 b x = 12 c x = 24
4 a x = 4 b x = 2 c x = 11.25
0 700
Explain the use of an empty circle to show a strict inequality and a solid circle to show the added equality used.
Now put up on the board the inequation 4x + 5 19. Show how this reduces to x 3.5 and show this on a
number line.
1 0 1 2 3 4 5 6
Exercise 3E Answers
1 a b c d e
0 1 2 8 9 10 5 6 7 1 2 3 2 3 4
f g h i j
0 1 2 2 1 0 3 2 1 3 4 5 1 0 1
k l m n o
3 2 1 5 6 7 11 12 13 3 4 5 2 3 4
2 a 1, 2, 3, 4, 5, 6, 7, 8 b 1, 3, 5 c 2, 4, 6, 8 d 2, 3, 5 e 1, 4, 9, 16 f 2, 3, 5, 7, 11 g 3, 6, 9
3 a x 5 b x > 16 c x < 3 d x 10
4 a b
2 3 4 5 6 7 3 2 1 0 1 2 3 4
c d e f
4 5 6 7 8 0 1 1 2 3 4 5 1 2 3 4
Extension Answers
1 a y b y c y
y6 x4 y 3x + 2
5
6 2
x x
4 x
1
2 x 4, y 1, y x
1 Solve the following inequalities and illustrate their solutions on number lines.
a 5x + 7 22 b 2x 3 10 c 4x + 3 < 11
d 2(x + 4) > 20 e 4(3t + 7) 16 f 2(5x 4) 17
2 Write down the values of x that satisfy the conditions given.
a 2(4x + 3) < 50, where x is a positive, prime number.
b 2(3x 1) 60, where x is a positive, square number.
c 4(5x 3) 100, where x is positive but not a prime number.
3 Solve the following inequalities and illustrate their solutions on number lines.
a 5x 4 < 11 b 3(2x + 5) 9
x > 1 x > 4
Answers
1 a b c
2 3 4 6 6.5 7 1 2 3
d e f
5 6 7 2 1 0 2 3
2 a 2, 3, 5 b 1, 4, 9 c 1, 4
3 a b
2 1 0 1 2 3 4 5 4 3 2 1 0
Exercise 3F Answers
Extension Answers
A baby squid is weighed from birth at midday for its first 5 days. The results are shown in the table
below.
Day 1 2 3 4 5
Weight (kg) 1.7 3.1 4.5 5.9 7.3
a Plot the points on a graph and join them with a suitable line.
b Is the increase in weight during a time interval directly proportional to the length of the interval?
c Write down the equation of the line showing the relationship between the weight (W ) and the age
(D) of the squid.
d If the relationship held, at what age would the squid first weigh over 15 kg?
Answers
b Yes c W = 1.4D + 0.3 d Day 11
Should the class find these too simple, challenge them with the three- and two-
digit product estimations:
237 76 319 88 423 579 792 617
200 80 = 16 000 300 90 = 27 000 400 600 = 240 000 800 600 = 480 000
Exercise 3G Answers
Extension Answers
SATs Answers
1 y = 7.3
7
2 a 2 b 1 c d 2
3
3 a (1 1) + (2 n) + (3 5) + (4 6) + (5 3) = 55 + 2n b 15 + n c 10
4 x = 1, y = 1
1 a On the same pair of axes, draw the graphs of the equations y = 2x + 1 and y = 2x + 3.
b Explain why there is no solution to this pair of simultaneous equations.
2 a Does every pair of linear simultaneous equations have a solution?
b Explain your answer to part a.
3 a Does every pair of simultaneous equations which do have a solution, have a unique solution?
b Explain your answer to part a.
4 Sketch a pair of graphs, one quadratic and one linear, which represent a pair of simultaneous
equations that will have only one solution.
Answers
1 b Because the two lines are parallel, they do not intersect
2 a No b When the pair represent a pair of parallel lines
3 a No
b When one equation can be simplified to the other equation, there are an infinite number of solutions
4 U-shaped curve and a straight line, which is a tangent to the curve, will have only one point in common
CHAPTER
4 Shape, Space and Measures 1
LESSON Framework objectives Pythagoras theorem
Understand and apply Pythagoras theorem.
4.1
Oral and mental starter
Ask the class to find the square and the square root keys on their calculators.
Ask individual students to explain how to use the two keys by giving examples.
Next, ask the class to copy the table below and then complete it as quickly as possible. They must only use
their calculators for the square numbers that they do not know.
x 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
x2
Now repeat the activity for square roots. Ask the class to give their answers to one decimal place.
x 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
x
Give the class the answers.
x 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
x 2 1 4 9 16 25 36 49 64 81 100 121 144 169 196 225 256 289 324 361 400
x 1 1.4 1.7 2 2.2 2.4 2.6 2.8 3 3.2 3.3 3.5 3.6 3.7 3.9 4 4.1 4.2 4.4 4.5
This may not work on some makes of calculator, and you may need to show some students how to do it on
their calculator.
Next, show the class how to find the length of a shorter side by doing the following example.
Calculate the length x of the triangle on the right.
Using Pythagoras theorem:
x2 + 72 = 102 7 cm 10 cm
x2 = 102 72
= 100 49
= 51 x
So, x = 51 = 7.1 cm (1 dp).
Then, show them how to work this out on a scientific calculator.
10 x2 7 x2 = x =
Exercise 4A Answers
Extension Answers
1 Calculate the length of the hypotenuse in each of the following right-angled triangles.
Give your answers to one decimal place.
a b c 16 cm
a b
2 cm 6 cm
3 cm 10 cm
c
9 cm
2 Calculate the length of the unknown side in each of the following right-angled triangles. Give your
answers to one decimal place.
a b c c
14 cm
7 cm b
5 cm 7.2 cm
9.8 cm
12 cm
a 25 cm
x
3 a Calculate x in the right-angled triangle shown on the right.
b Calculate the area of the triangle. 24 cm
Answers
1 a 3.6 cm b 10.8 cm c 18.9 cm 2 a 4.9 cm b 7.2 cm c 6.6 cm 3 a 7 cm b 84 cm2
Exercise 4B Answers
Extension Answers
1 A plane flies due east for 120 km from airport A to airport B. It then flies due north for 280 km to
airport C. Finally, it flies directly back to airport A. Calculate the direct distance from airport C to
airport A. Give your answer to the nearest kilometre.
2 The length of a football pitch is 100 m and the width of the pitch is 80 m. Calculate the length of a
diagonal of the pitch. Give your answer to the nearest metre.
3 The regulations for the safe use of ladders states: For a 6 m ladder, the foot of the ladder must be
placed between 1.5 m and 2.2 m from the building.
a What is the minimum height the ladder can safely reach up the side of a building?
b What is the maximum height the ladder can safely reach up the side of a building?
4 Calculate the area of an equilateral triangle whose side length is 10 cm. Give your answer to one
decimal place.
Answers
1 305 km
2 128 m
3 a 5.6 m b 5.8 m
4 43.3 cm2
A B
B
C
Explain that a locus can sometimes be a region, as shown in the three examples
to the right.
A point which moves so that it is always 5 cm from a fixed point X has a locus
X
which is a circle of radius 5 cm, with its centre at X.
The locus of a set of points which are 5 cm or less from a fixed point X is the
region inside a circle of radius 5 cm, with its centre at X.
X
Note that the region usually is shaded.
The locus of a set of points that are less than 5 cm from a fixed point is the
region inside a circle of radius 5 cm, with its centre at X.
Note that the boundary usually is drawn as a dashed line to show that the X
points which are exactly 5 cm from X are not to be included.
Exercise 4C Answers
3 a b c
X X X
4 5 6 P X
B
A B C X
D Q R
7 8
X Y A B
Extension Answers
Key Words
1 Locus is a cycloid (see diagram)
angle bisector
2 Locus is an arc of the circle whose radius is 3 m
4 Point is where perpendicular bisector of AB meets road
perpendicular
bisector
equidistant
Plenary locus
loci
Ask the class to give the definition of a locus. region
Then ask them to make up some examples of their own.
Homework
Answers
1 Perpendicular bisector of AB 4
2 Angle bisector of angle ABC
3 Shaded region inside the circle of radius 4 cm
6 cm
8 cm 8 cm 8 cm 10 cm
6 cm 8 cm
E F 8 cm G H
10 cm 6 cm
6 cm 6 cm
Ask the class which pairs of triangles are congruent, inviting individual students to explain their answers.
The following questions could also be asked:
Do you need dimensions to show that the triangles are congruent?
Do you have to draw the triangles exactly to prove that they are congruent?
Do you need to be given any angles to show that the triangles are congruent?
Ask them whether they can draw other pairs of triangles which are congruent but include angles.
Three sides (SSS) Two sides and the Two angles and the Right angle, hypotenuse
included angle (SAS) included side (ASA) and side (RHS)
Now apply these conditions to show that the two triangles given on the A Z X
right are congruent.
70
Invite individual students to state which angles and which sides are
equal. Write their responses on the board, which should be as follows:
B = X C = Y BC = XY 70 5 cm
Then ask the class whether this proves that ABC is congruent to B 56
XYZ, to which they should respond affirmatively. Get them to state 56
the condition of congruence (ASA). 5 cm
Explain to the class that it is a convention to show congruence by using the symbol . C Y
Hence, the congruence of these two triangles may be written as:
ABC XYZ
The class can now do Exercise 4D from Pupil Book 3.
48 HarperCollinsPublishers Ltd 2003
9B3LP_04.qxd 18/09/2003 15:18 Page 49
Exercise 4D Answers
Extension Answers
1 Draw, in turn, each diagonal and show that the two triangles formed are congruent (SSS). Hence, opposite angles are
equal
2 a AB = AD, BC = CD, AC a common side. So, ABC ADC (SSS). b ABE ADE, DCE CE
3 Four different triangles are possible, ignoring reflections or rotations
4 Case 1 Case 2 Case 3
1 Show that each of the following pairs of triangles are congruent. Give reasons for your answers and
state which condition of congruence you are using. 7 cm
G J K
a A F b
5 cm 5 cm
9 cm 8 cm
7 cm 9 cm
40 40
B C D E
6 cm 6 cm
H 8 cm I L
M Q
c d S
10 cm
75
55 R V W
15 cm
15 cm 9 cm
55 75
N 10 cm O P
T U X
9 cm
2 ABCD is a rectangle and E is the mid-point Answers
of AB. A E B 1 a C = D, BC = DE, AC = DF (SAS)
b GH = JK, GI = JL, HI = KL (SSS)
c N = R, O = Q, NO = QR (ASA)
d T = W = 90, SU = VX (hypotenuse),
TU = WX (RHS)
2 AE = EB, AD = BC, A = B (SAS)
D C
Explain why AED is congruent to BEC.
Touches at Cuts the circle Passes through Touches at Does not touch
a point twice the centre a point again again
Diameter, d
Radius The distance from the centre of a circle to its
circumference.
d
Radius, r
Diameter The distance from one side of a circle to the other, O r
passing through the centre.
Tangent
Alert the class to the fact that they are going to meet two important circle theorems in Exercise 4E:
O O
The radius at the point of contact of a tangent The perpendicular bisector of a chord
to a circle is perpendicular to the tangent. passes through the centre of a circle.
Exercise 4E Answers
3 a 28 b 65 c 50 d 120 e 51 f 29 g 123 h 48 i 50
4 a 8.5 cm b 22.9 cm c 6.4 cm d 10.9 cm
5 Centre of the circle is the intersection of the perpendicular bisector of EF and the perpendicular drawn from either E or F
6 Centre of the circle is the intersection of the perpendicular bisector of XY and the perpendicular bisector of XZ
Extension Answers
1 a 33 b 42 c 70 d 52 e e = f = 67
2 In ABO, ABO = 90 (angle in a semicircle). OB is a radius of the small circle and since ABO = 90, AB is a
tangent (radius is perpendicular to tangent)
3 Join OA, OB and OP. In AOP and BOP, OA = OB (radii), OAP = OBP = 90 (radii are perpendicular to tangents),
OP is a common side. So, AOP BOP (RHS), hence AP = BP
1 Calculate the size of the lettered angle in each of the following diagrams.
a b 38 c
O b O
110
a O
43 c
d e f
d
O 61
122 O
e f
O 56
2 Use Pythagoras theorem to calculate the length x in each of the following diagrams. Give your
answers to one decimal place.
20 cm
a b c d
O 10 cm
14 cm
O 8.5 cm
x
x x 3 cm O
7 cm x O
3 cm 3 cm
18 cm
3 A circle passes through the three points A, B and C. B
On a copy of the diagram, construct the circle,
using a ruler and compasses. A
Answers
1 a 47 b 52 c 55 d 58 e 34 f 61 2 a 19.3 cm b 7.1 cm c 4.2 cm d 10.5 cm
3 Centre of the circle is intersection of perpendicular bisector of AB and perpendicular bisector of BC (and
perpendicular bisector of AC)
Ask them what shapes are formed when one transparency is placed on top of the
other and one of them is rotated.
Then show them that only squares and rhombuses can be formed.
Now ask the class what shapes can be formed when one of the transparencies
has parallel lines 2 cm apart. (Answer: rectangles and parallelograms)
Exercise 4F Answers
1 Work out, by making templates or by drawing diagrams, which of the following regular polygons
tessellate, and which do not. In each case, write down a reason for your answer.
a Equilateral triangle b Square c Regular pentagon d Regular hexagon e Regular octagon
2 Draw a diagram to show how squares and equilateral triangles together form a tessellating pattern.
Answers
1 a Yes, interior angle is 60, which divides exactly into 360
b Yes, interior angle is 90, which divides exactly into 360
c No, interior angle is 108, which does not divide exactly into 360
d Yes, interior angle is 120, which divides exactly into 360
e No, interior angle is 135, which does not divide exactly into 360
2 For example:
5 cm
3 cm
X
4 cm
On the card, draw eight more triangles identical to X. Cut them out and place them to one side.
On your original triangle, X, draw squares on each of the three sides of the triangle. Label them A, B and C,
as below.
5 cm B
X 3 cm
4 cm
On the card, draw another diagram identical to this. Cut out the squares A, B and C.
Arrange the cut-outs of the eight triangles and three squares as in the two diagrams below.
Diagram 1 Diagram 2
X X X B
X
C
X
A
X X X
What can you say about the total area of Diagram 1 and of Diagram 2?
Now remove the four triangles from each diagram.
What can you say about the areas of squares A, B and C?
Show how this demonstrates Pythagoras theorem.
Answer Diagram 1 and Diagram 2 have the same total area.
Area of A + Area of B = Area of C
So, 16 + 9 = 25 cm2, which is 42 + 32 = 52 cm2.
More able students can do the Extension Work, which gives a proof of Pythagoras c
b
theorem.
Proof of Pythagoras theorem
A right-angled triangle has sides a, b and c. a
The diagram on the right can be drawn using four of these triangles. a b
Area of each triangle = 12 ab.
b c
So, area of the four triangles = 2ab.
c
Area of the large square = (a + b)2. a
Area of the large square can also be written as c2 + 2ab. Hence:
(a + b)2 = c2 + 2ab
a + 2ab + b2 = c2 + 2ab
2
a c
a2 + b2 = c2 b
c
which is Pythagoras theorem.
b a
SATs Answers
2m
3 cm
3 cm 5 cm
5 cm
5 cm 3 cm
What is the area of the square and of the rectangle?
Can you explain why this practical demonstration does not work?
Answers
The area of the square is 64 cm2 and the area of the rectangle is 65 cm2. The apparent increase of 1 cm2 in the
area of the rectangle is due to the fact that the diagonal of the rectangle is not a straight line. This can be shown
by applying Pythagoras theorem.
The length of the diagonal in the rectangle should be 194 = 13.928 388 28. This diagonal is the length of the
hypotenuse of the triangle plus the length of the sloping side of the trapezium, which is 73 + 29 =
13.929 168 55.
This shows that the diagonal of the rectangle cannot be a straight line.
CHAPTER
5 Handling Data 1
LESSON Framework objectives Statistical investigations
Suggest a problem to explore using statistical methods, frame questions and raise
5.1 conjectures.
Discuss how data relate to a problem. Identify possible sources, including primary
and secondary sources.
Design a survey or experiment to capture the necessary data from one or more
sources. Determine the sample size and degree of accuracy needed. Design, trial
and if necessary refine data collection sheets.
Identify possible sources of bias and plan how to minimise it.
Step Example
1 Decide which general topic to The cost of housing in different parts of
study the UK
2 Specify in more detail Comparing the costs in Wales and
England
3 Consider questions which you Is the average price higher in Wales?
could investigate Is there a bigger difference in the prices
in England than in Wales?
4 State your hypotheses (Your The price is higher in Wales
guesses at what could happen) There is more variation in price in
England
You could now show the students the three examples in Pupil Book 3.
The class can now do Exercise 5A from Pupil Book 3.
Exercise 5A Answers
Take a different topic to those already studied and prepare a new planning sheet.
Answers
Answers will vary but should be similar in style to the examples.
As can be seen from the table, the resulting graph can have its axes in either
order, as this does not affect the correlation.
An easy way to remember these rules is by comparing them with the rules for
multiplying together positive and negative numbers, as shown below.
Multiply () + 0
+ + 0
0 0 The exception 0
0 +
Combining two graphs showing no correlation can be misleading, as the answer
could be a graph with either positive, negative or no correlation. Hence you
cannot tell just by using the rules.
Take, for example, the case of the fish caught off Rhyl.
Hours of sunshine
Hours of sunshine
Temperature (C)
Number of fish caught daily off Rhyl Number of fish caught daily off Rhyl Temperature (C)
In this example, the two left-hand graphs show no correlation but combining
hours of sunshine with temperature gives a positive correlation.
Tell the class that 12 students marks were collected from their tests in
three different subjects, and two scatter graphs created. Then put these
graphs on the board.
Ask the class to tell you what the subject of each test could be.
Then tell the class that they are actually Mathematics (Test A), Science
Test B
(Test B) and Art (Test C).
Invite them to discuss the correlation between the Mathematics and
Science scores, and between the Mathematics and Art scores.
Now prompt the class to tell you the correlation between the Science and
the Art scores. In this case, there would be negative correlation. Test A
Now ask them to look at the rules for combining two correlation graphs
in Pupil Book 3. They could copy into their books the table for
correlations and the table for multiplying together positive and negative
numbers.
Point out how similar the rules are, but emphasise the exception to the
Test C
rule, namely, two graphs, each showing no correlation, do not necessarily
mean that the derived graph would have no correlation.
The class can now do Exercise 5B from Pupil Book 3.
1 The test results of ten students are recorded for four different subjects. Here are the results.
Student French Spanish English Music
A 45 52 63 35
B 64 60 56 45
C 22 30 46 58
D 75 80 70 30
E 47 60 55 42
F 15 24 40 50
G 80 74 68 42
H 55 65 53 48
I 85 77 75 41
J 33 47 51 50
a Plot the data for French and Spanish on a scatter graph.
b Describe the relationship between French and Spanish.
c Plot the data for English and Music on a scatter graph.
d Describe the relationship between English and Music.
e Plot the data for Spanish and English on a scatter graph.
f Describe the relationship between Spanish and English.
g Use your answers to parts d and f to state the correlation between Music and Spanish.
Answers
b Positive correlation d Negative correlation f Positive correlation g Negative correlation
Exercise 5C Answers
1 c Darren, as the point representing him is not close to the line of best fit.
2 c The older they are, the closer they live to the shops.
3 c Answers will vary according to line of best fit drawn but should be approximately
12 14.
Extension Answers
Explanations which imply that it is not sensible to extrapolate lines of best fit outside the
range of the original data.
In Question 2, the distance which a child lives from the shops will depend on the parent.
So, the age of the child is not a factor in the question as he/she is not the homeowner. In
Question 3, they could imply that a 20-year-old may be working and have a much
greater income.
1 The table shows the scores of some students in a music exam and in a maths exam.
Student A B C D E F G H I J
Music 35 48 72 23 76 51 45 60 88 17
Maths 42 57 80 32 65 69 50 71 94 25
a Plot the data on a scatter graph. Use the x-axis for the music exam scores, from 0 to 100, and the
y-axis for the maths exam scores, from 0 to 100.
b Draw a line of best fit.
c One person did not do quite as well as expected on the maths test. Who do you think it was?
Give a reason.
2 A survey is carried out to compare the ages of people with the reaction time in a test.
Age (years) 45 62 83 24 76 63 44 42 37 50
Reaction time (seconds) 0.15 0.31 0.58 0.20 0.62 0.43 0.21 0.25 0.18 0.49
a Plot the data on a scatter graph. Use the x-axis for the range of ages, from 0 to 90 years, and the
y-axis for reaction times, from 0 to 1 seconds.
b Draw a line of best fit.
c Use your line of best fit to estimate the reaction time of a 30-year-old.
d Explain why it would not be sensible to use the line of best fit to predict the reaction time of
someone aged 100.
Answers
1 c Student E, as their point is not as close to the best fit line as the other students points
2 c Answers will vary according to line of best fit drawn but should be approximately 0.2
d Line of best fit is for range 2483 years old. 100 years old is outside this range, so correlation might not
continue to be linear
Exercise 5D Answers
1500
Visitors (1000)
1000
500
0
Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov
2001 2002
Write a brief report on the similarities and differences between the visits from the UK for North
America and Western Europe. Make at least three statements. Try to give reasons for your answers.
Answers
More UK people visit Western Europe than North America (three to four times more), probably because Western
Europe is nearer, so the costs are less. There is greater variation in the number of visitors for Western Europe from
month to month (April being the most popular month). July and August are the most popular months to visit North
America
Test
1 4.99 4 2 25% of 60 3 12 of a 12
4 600 4000 5 72 0.2 6 What is the HCF of 36 and 48?
7 Write down one answer to x2 + x = 0 8 Increase 132 by 20%
9 What is the square root of 196? 10 Give both solutions to (5 + x)2 = 81
Answers
1 19.96 2 15 3 14 4 2 400 000
5 360 6 12 7 x = 0 or x = 1
8 158.40 9 14 or 14 10 x = 4 and x = 14
Now use other combinations to form different two-way tables. For example:
Favourite colour
Blue Red Yellow Green
Sport
Favourite Computer
hobby Music
Having collected their data, the students can record it in their books. In each case, ask the students to pick out
a key feature. A key feature could be that the data appears random (no relationship between the two variables).
The class can now do Exercise 5E from Pupil Book 3.
Exercise 5E Answers
2 a For the age range 10 to 12, a larger percentage of boys have mobile phones. b As the boys and girls get older, both
For the age range 13 to 15, a larger percentage of girls have them. percentages increase.
3 In June, July and August, 252 birthdays but in November, December and January, 228 birthdays. This would support
the claim. Answers may vary depending on how the data is analysed but the conclusion should be the same.
4 160 cm and above: 20 boys but only 16 girls. This would support the claim. Answers may vary depending on how the
data is analysed but the conclusion should be the same.
Extension Answers
Key Words
a 9
40 b 31
80 c 1
10 d 67
80 e 11
16
two-way table
relationship
Plenary data
Ask the class to select a table where they saw a relationship. tally
Look at, for example, boys favourite colour and boys favourite music. Are their frequency
responses different from girls?
Write any relationships on the board. Ask the class what they could do to test
whether the results were representative of the school.
Homework
1 Two fair spinners are spun and the scores are 2 A year group recorded the days of the week on
added together to get a total score. This is which they were born. Here are the results.
recorded in the two-way table, shown below.
Day Boys Girls
Monday 23 19
1 1 Tuesday 19 25
Wednesday 27 28
2
4
Thursday 31 26
3
3
Friday 35 41
Saturday 14 17
Second spinner Sunday 12 11
+ 1 2 3 Total 161 167
1 2 3 a Write a comment on the births of boys and
First
2 3 girls.
spinner
3 b Write a comment about the number of births
4 on different days of the week.
a Complete the table of total scores. Answers
b List all the total scores which are prime 1 a
Second spinner
numbers.
+ 1 2 3
c State the most likely total scores. 1 2 3 4
d Write down the probability of getting a total First
2 3 4 5
score of 7. Give your answer as a fraction in spinner
3 4 5 6
its simplest form. 4 5 6 7
e Write down the probability of getting a total 1 e 14
b 2, 3, 5 and 7 c 4 and 5 d 12
score of 5. Give your answer as a fraction in 2 a Each day, number of births of boys is close to that
its simplest form. of girls
b Fewer births on Saturdays and Sundays
Exercise 5F Answers
Answers
1 a Height, h (cm) Cumulative frequency 2 a Time, t (min) Cumulative frequency
h 10 6 t 5 12
h 20 30 t 10 27
h 30 57 t 15 33
h 40 87 t 20 40
h 50 100 c Median = 7.7 min, IQR = 12.5 4.2 = 8.3 min
c Median = 27.4 cm, IQR = 36 17.9 = 18.1 cm
Tell the class that, for example, one end is 12 and the other end is 16. Then ask them the value of the mid-
point.
Repeat this, increasing the level of difficulty each time. For example, using fractions and decimals.
Now give the class the end values. Tell them that you want, for example, the product of eight and the mid-
values. So, using 12 and 16, the answer would be 8 14 = 112.
Repeat.
Exercise 5G Answers
1 c i 4.5 kg ii 27.35 cm
2 19.8 C
3 8.4 min (8 min 24 s)
Extension Answers
SATs Answers
1 a False (1988 725, 1998 500) b Cannot be certain, trend may not continue
2 a 65 b 30 and 50 c Game A and Game B positive relationship, Game A and Game C no relationship
d Game B and Game C no relationship
3 a Positive correlation (wider the diameter, higher the tree)
b Point if plotted on scatter graph is not near to line of best fit
c Approximately 5.2 m d False, false, false, false
4 a 4.85 g b 0.1 g c Point at 12.30 pm. Bird is under the mass to survive, as furthest away from line of best fit.
5 a A b Approximately 350 h
6 a Old 7 x < 8, new 6 x < 7
b For example, the new version has shorter sentences: that is, there are more words per sentence in old version.
c 20% 30%
7 a 30.50 32 b 83% c 9.50 11.50 e A true, B and C false
8 a 28 years b 16 to 18 years c Younger people, on average, went to the theme park
Answers
1 a Age, A, Frequency, f Mid-value, fx 2 a Time, t, Frequency, f Mid value, fx
(years) x, of age (years) (hours) x, of time (years)
(years) (hours)
1112 5 12 60 0<t2 2 1 2
1314 8 14 112 2<t4 7 3 21
1516 12 16 192 4<t6 10 5 50
1718 5 18 90 6<t8 5 7 35
Total = 30 Total = 454 Total = 24 Total = 108
b Estimate of mean = 15.13 years b Estimate of mean = 4.5 hours
CHAPTER
6 Shape, Space and Measures 2
LESSON Framework objectives Similar triangles
Find points that divide a line in a given ratio, using the properties of similar
6.1 triangles.
B C
B C
Triangle ABC has been mapped onto triangle ABC by an enlargement of scale factor 2.
Under an enlargement all of the angles are the same size and corresponding sides are in the same ratio.
So, AB : AB = AC : AC = BC : BC = 1 : 2.
AB AC BC
This can also be written as = = = 2.
AB AC BC
Explain to the class that the two triangles are said to be similar.
Two triangles are similar if their angles are the same size or their corresponding
sides are in the same ratio.
Explain that only one of these conditions is required to show that the triangles
are similar.
Show the class how to use similar triangles by completing the following three
examples. Some revision on parallel lines may be required.
X
Example 1
Show that the two triangles on the right are similar. A
In triangle ABC, C = 80 (the sum of the angles in a
48
triangle = 180) and in triangle XYZ, X = 48 (the sum of
the angles in a triangle = 180).
Since the angles in both triangles are the same, triangle 52 80 52
Y Z
ABC is similar to triangle XYZ. B C
Example 2
Triangle ABC is similar to triangle DEF. Calculate the length of the side DF.
Let the side DF = x.
Since the triangles are similar, corresponding sides are D
in the same ratio. A
DE EF DF
So, = = = 3. 6 cm 12 cm x
AB BC AC 4 cm
x 15
Therefore, = = 3. So, x = 18 cm.
6 5 B 5 cm C
E 15 cm F
Example 3 A
In the triangle, EB is parallel to DC. Calculate the length of the side DC.
AEB = ADC (corresponding angles in parallel lines) and ABE = ACD 4 cm
3 cm
(corresponding angles in parallel lines). So, triangle AEB is similar to triangle ADC E B
(since A is common to both triangles). 4 cm
Let the side DC = x.
Since triangle AEB is similar to triangle ADC, the corresponding sides are in the same D C
x
ratio.
DC AC
So, = = 2.
EB AB
x 8
Therefore, = = 2. So, x = 6 cm.
3 4
The class can now do Exercise 6A from Pupil Book 3.
Exercise 6A Answers
Extension Answers
1 a Triangle ABC and triangle ADE, 9 cm b Triangle PQR and triangle STR, 6 cm
c Triangle XYZ and triangle VWY, 5 cm d Triangle JKL and triangle JMN, 5 cm
c 10 cm d
9 cm
5 cm 6 cm 6 cm
2 cm 4 cm
4 cm
8 cm
4 cm 9 cm
2cm
2 a Explain why triangle ABC is similar to triangle PQR. C
12 cm
b Find the length of the side QR. R
A 57 Q
35 88
3 In the triangle below DE is parallel to BC. Find the 88 6 cm
length of BC. 9 cm P
B
A
4 cm
D E
6 cm Answers
6 cm 1 a Yes b No c Yes d No
2 a 3 equal angles b 8 cm
B C 3 15 cm
Remind the class that the metric units for capacity 1m 100 cm
1m 100 cm
are: the litre (l), the centilitre (cl) and the
millilitre (ml). They can now copy the following into
their books:
Metric units of capacity 1m 1 m3 100 cm 1 000 000 cm3
1 m3 = 1000 litres
1000 cm3 = 1 litre
1 cm3 = 1 millilitre
Stress the following:
To convert from a large unit to a smaller unit, always multiply by the conversion factor.
To convert from a small unit to a larger unit, always divide by the conversion factor.
Exercise 6B Answers
1 a 40 000 cm2 b 70 000 cm2 c 200 000 cm2 d 35 000 cm2 e 8000 cm2
2 a 200 mm2 b 500 mm2 c 850 mm2 d 3600 mm2 e 40 mm2
3 a 8 cm2 b 25 cm2 c 78.3 cm2 d 5.4 cm2 e 0.6 cm2
4 a 2 m2 b 8.5 m2 c 27 m2 d 1.86 m2 e 0.348 m2
5 a 3000 mm3 b 10 000 mm3 c 6800 mm3 d 300 mm3 e 480 mm3
6 a 5 m3 b 7.5 m3 c 12 m3 d 0.65 m3 e 0.002 m3
7 a 8 litres b 17 litres c 0.5 litre d 3000 litres e 7200 litres
8 a 8.5 cl b 120 cl c 84 ml d 4.5 litres e 2400 ml
9 160 10 a 10 800 m2 b 1.08 hectares 11 150 litres 12 6 days 13 500
Extension Answers
Key Words
1 250 2 a 1296 square inches b 46 656 cubic inches
3 4840 square yards 0.405 hectares square millimetre
square
centimetre
Plenary square metre
hectare
Write the following on the board and ask the students to fill in the blanks.
1 _____ mm2 = 1 cm2 4 _____ mm3 = 1 cm3 6 _____ litres = 1 m3 cubic millimetre
2
2 _____ cm = 1 m 2 3
5 _____ cm = 1 m 3 7 _____ cm3 = 1 litre cubic centimetre
2
3 _____ m = 1 hectare (ha) cubic metre
Answers 1 100 2 10 000 3 10 000 4 1000 5 1 000 000 6 1000 litre
7 1000
Homework
Homework Answers
1 a 300 mm2 b 800 mm2 c 450 mm2 d 80 mm2 2 a 4 m2 b 7 m2 c 3.2 m2 d 0.5 m2
3 a 2 000 000 cm3 b 9 000 000 cm3 c 3 700 000 cm3 d 300 000 cm3
4 a 8 litres b 12 litres c 23.5 litres d 0.25 litre 5 21.08 hectares 6 10 litres
Remind them that = 3.142 or they can use the key on their calculator.
Draw the diagram below on the board or on a prepared OHT.
arc Explain that the arc, AB, is part of the circumference,
A B and that the sector, AOB, is a slice of the circle
sector
enclosed by the arc AB and the radii OA and OB.
AOB is the angle of the sector and is usually denoted
O by the Greek letter (pronounced theta).
Explain that the length of the arc AB as a fraction of the circumference is .
360
So, the length of the arc AB = d.
360
Similarly, the area of the sector AOB = r2
360
Complete the following example, making sure that the students obtain the
correct answers using their calculators.
Calculate: a the length of the arc AB. B
A
b the area of the sector AOB.
Give the answers to three significant figures. 30
8 cm
30
a Length of the arc AB = 16 = 4.19 cm (3 s.f.). O
360
30
b Area of the sector AOB = 82 = 16.8 cm2 (3 s.f.).
360
The class can now do Exercise 6C from Pupil Book 3.
Exercise 6C Answers
Extension Answers
a b c
8 cm
30 10 cm
5 cm 40
135
12 cm 12 cm
45
3 Calculate the area of the sector below. Give your answer correct to three significant figures.
3.5 cm 3.5 cm
150
Answers
1 a i 2.62 cm ii 6.55 cm2 b i 5.59 cm ii 22.3 cm2 c i 23.6 cm ii 118 cm2
2 33.4 cm 3 16.0 cm2
Explain to the class that the cross-section of a cylinder is a circle with radius r.
So, the area of the cross-section is A = r 2. r
If the height of the cylinder is h, then the volume, V, for the cylinder is given by
the formula:
h
V = r2 h = r2h
Carefully go through the following example on the board, making sure that the
4 cm
students obtain the correct answer using their calculators.
Calculate the volume of the cylinder, giving the answer correct to three
significant figures. 7 cm
V = 42 7 = 352 cm3 (3 s.f.)
Exercise 6D Answers
Extension Answers
1 Calculate the volume of each of the following cylinders. Give your answers correct to three
significant figures.
a b c
3 cm 8m
5 cm
4m
12 cm 2 cm
2 The diagram below shows a metal pipe of length 1 m. It has an internal diameter of 2.8 cm, and an
external diameter of 3.2 cm. Calculate the volume of metal in the pipe. Give your answer correct to
the nearest cubic centimetre.
1m
3.2 cm
2.8 cm
3 A cylindrical can holds 2 litres of oil. If the height of the can is 25 cm, calculate the radius of the
base of the can. Give your answer correct to one decimal place.
Answers
1 a 339 cm3 b 157 cm3 c 101 m3
2 188 cm3 3 5.0 cm
D D D
S= D = ST T=
T S
S T
Show the students how to use the triangle by doing the following examples.
Example 1
A train travels at an average speed of 80 mph. Find the distance travelled by the train in 212 hours.
Using the formula D = ST, the distance travelled = 80 212 = 200 miles.
Example 2
A car travels 120 km on a motorway at an average speed of 80 km/h. Find the time taken for the journey.
D 120
Using the formula T = , the time taken = = 1.5 hours = 112 hours or 1 hour 30 minutes.
S 80
Explain that density is the mass of a substance per unit of volume and that the formula for density is:
Mass
Density =
Volume
Draw the diagram below and explain that the relationships between density D, mass M and volume V can be
remembered by using this triangle:
Covering up the quantity you want to find leads to the three formulae:
M M
M D= M = DV V=
V D
D V
Show the students how to use the triangle by doing the following examples.
Example 1
The volume of a wooden block is 20 cm3 and its mass is 18 g. Find the density of the wood.
M 18
Using the formula D = , the density of the wood is = 0.9 g/cm3.
V 20
Example 2
Find the mass of a plastic model, which has a volume of 30 cm3 and a density of 1.6 g/cm3.
Using the formula M = DV, the mass of the model = 1.6 30 = 48 g.
The class can now do Exercise 6E from Pupil Book 3.
Exercise 6E Answers
1 a 240 miles b 180 miles c 30 miles d 40 miles 2 a 52.5 mph b 42 mph c 60 mph d 63 mph
3 a 3 hours b 2 hours 30 minutes c 3 hours 20 minutes d 1 hour 45 minutes
4 a 75 mph b 120 km/h c 125 miles d 225 km e 12.5 seconds f 3 hours 20 minutes
5 216 metres 6 600 mph 7 a 10 m/s b 25 m/s c 3313 m/s
8 156.8 g 9 5 litres 10 1.6 g/cm3
Extension Answers
SATs Answers
1 Find the distance travelled by a hiker who walks for 3 hours at an average speed of 2.5 mph.
2 Find the time taken to drive a car 125 km at an average speed of 75 km/h.
3 A runner runs a 1000 m race in 3 minutes 20 seconds. Find his average speed in m/s.
4 Find the density of a gold ingot that has a mass of 4825 g and a volume of 250 cm3.
5 The density of sea water is 1.05 g/cm3. If a bucket with a capacity of 5 litres is filled with seawater,
find the mass of the water in the bucket. Give your answer in kilograms.
6 The density of cork is 0.25 g/cm3. Find the volume of a block of cork that has a mass of 120 g.
Answers
1 7.5 miles 2 1 hour 40 minutes 3 5 m/s 4 19.3 g/cm3 5 5.25 kg 6 480 cm3
CHAPTER
7 Number 2
LESSON Framework objectives Standard form
Write numbers in standard form.
7.1 Use algebraic methods to convert a recurring decimal to a fraction in simple
cases.
The class may realise that this is a matter of moving the digits and counting the
number of places that they move.
Repeat with examples such as
23 106 = 2.3 10 106 = 2.3 107
and
0.56 104 = 5.6 101 104 = 5.6 105
Repeat with more examples as necessary.
Now reverse the process and ask the class to convert numbers in standard form
to ordinary numbers. For example:
3.4 105 = 340 000 3.6 107 = 0.000 000 36
They should be able to relate this to work done previously with powers of 10.
Repeat with more examples as necessary.
The class can now do Exercise 7A from Pupil Book 3.
Exercise 7A Answers
1 a 5.69 103 b 1.2 106 c 9.38 105 d 7.78 104 e 3.965 108
f 5.61 102 g 7.3 101 h 4.3 109
2 a 3.4 103 b 5.6 102 c 3.71 105 d 9.2 106 e 7.6 101
f 5 104 g 7.2 106 h 4 104
3 a 8.9 106 b 5.3 103 c 1.8 104 d 3.33 107 e 6.7 106
f 8.923 103 g 7.35 101 h 9 105
4 a 2 300 000 b 456 c 670 000 d 3590 e 9 000 000 f 2 010 000
g 34 780 h 87 300 000
5 a 0.000 067 b 0.0385 c 0.000 78 d 0.005 39 e 0.000 008 f 0.167
g 0.003 21 h 0.000 000 66
6 a 4 600 b 0.057 66 c 930 d 0.001 22 e 50 000 f 0.305 g 4 820 000
h 0.0543
7 a 4.3 106 b 5.68 103 c 7.8 103 d 5.8 102 e 9.4 104
f 2.01 104 g 8 104 h 8 102 I 2.5 103 j 5.6 103
k 6.7 104 l 3.59 104
8 a 880 b 53 200 c 0.003 14 d 0.903 e 0.001 82 f 7 950 000
g 504 000 000 h 0.000 684 2
Extension Answers
Answers
1 a 6.3 107 b 7.4 104 c 3.22 105 d 8.33 104 e 7.1 107 f 9.2321 104 g 9.35 103
h 5 107
2 a 49 000 b 0.004 36 c 8400 d 0.0568 e 8 000 000 000 f 0.000 482 g 9 200 000
h 0.603
3 a 6.8 104 b 3.78 104 c 8.7 104 d 5.8 103
Exercise 7B Answers
Extension Answers
1 Do not use a calculator for this question. Work out each of the following and give your answer in
standard form.
a (4 102) (2 106) b (5 103) (4 102) c (6 103) (2 104)
d (9 102) (3 108) e (5 105) (8 103) f (7 103) (7 103)
2 You may use a calculator for this question. Work out each of the following and give your answer in
standard form. Do not round off your answers.
a (2.1 105) (3.4 103) b (3.2 103) (1.5 104) c (3.6 103) (2.8 108)
d (1.5 102) (2.5 104) e (3.8 104) (2.8 104) f (8.6 104) (1.5 107)
Answers
1 a 8 108 b 2 106 c 1.2 106 d 2.7 107 e 4 107 f 4.9 107
2 a 7.14 108 b 4.8 107 c 1.008 104 d 3.75 106 e 1.064 101 f 1.29 102
Exercise 7C Answers
Extension Answers
Milli = one thousandth (103); micro = one millionth (106); nano = one billionth
(109); pico = one trillionth (1012); femto = one quadrillionth (1015); atto = one
quintillionth (1018); zepto = one sextillionth (1021); yocto = one septiillionth (1024)
1 Do not use a calculator for this question. Work out each of the following and give your answer in
standard form.
a (8 105) (2 103) b (4 105) (5 107) c (6 103) (2 104)
d (1.2 103) (3 102) e (6 106) (8 101) f (5 102) (8 103)
2 You may use a calculator for this question. Work out each of the following and give your answer in
standard form. Do not round off your answers.
a (6.15 105) (1.5 102) b (3.15 106) (1.4 101)
c (3.19 103) (1.45 102) d (2.32 103) (2.9 105)
e (5.85 103) (6.5 103) f (1.495 106) (4.6 102)
Answers
1 a 4 102 b 8 103 c 3 107 d 4 102 e 7.5 106 f 6.25 104
2 a 4.1 103 b 2.25 107 c 2.2 105 d 8 101 e 9 107 f 3.25 107
Exercise 7D Answers
Extension Answers
a For largest length left, take the shortest length of cut-off piece from the longest length
of original: 120.5 84.5 = 36 cm. For shortest length left, take the longest length of
cut-off piece from the shortest length of original: 119.5 85.5 = 34 cm.
b For largest possible length, divide the smallest possible area of the rectangle by the
smallest possible width: 42.5 1.5 = 28.33 cm. For smallest possible length, divide
the largest possible area by the largest possible width: 47.5 2.5 = 19 cm.
Key Words
Plenary upper bound
Give the class the following problem.
lower bound
a = 5 to nearest unit, b = 16 to nearest unit. strict inequality
What are the upper and lower bounds of a + b (20, 22), a b (69.75, greater than/less
90.75), a b (10, 12), a b (0.2727 , 0.3548 )? than
Discuss the required combinations, particularly the subtraction and division.
Homework
Answers
1 a 1950 Bees < 2049 b 195 Honey < 205 ml c 69.5 Width < 70.5 m d 0.55 Mass < 0.65 kg
2 a 2.45 Length < 2.55 m b 1.45 Width < 1.55 m c 7.8 Perimeter < 8.2 m
3 a 99.5 cl b 10.05 litres
Exercise 7E Answers
1 a 13.75 Area < 22.75 cm2 b 11.25 Area < 21.25 cm2
c 97.75 Area < 118.75 cm2
2 a 11.5 a < 12.5, 17.5 b < 18.5, 23.5 c < 24.5 b i 201.25 a b < 231.25
ii 1.4 a a < 1.61 iii 681.5 (a + b)c < 759.5 iv 552.25 c2 < 600.25
3 a 82.4 mph (1.37 miles per min) b 77.7 mph (1.29 miles per min)
4 a 1137.75 miles b 1062.75 miles
5 a 2.903 b 3.103 g
6 9.75 Side < 10.25 cm (3 sf)
a+b
7 a 94.62 a b c < 101.3 (4sf) b 1.109 < 1.156 (4sf)
c
c 0.75 a + b + c < 1.05 d 1.44 (b a)2 < 1.96
8 9.61 Width < 10.4 cm (3 sf)
9 1.65 Mass coat < 2.75 kg
10 No, rod of 4.05 cm would be required to fit into hole which is 3.5 cm
Extension Answers
Answers
1 a 9.5 a < 10.5, 19.5 b < 20.5, 29.5 c < 30.5 b i 185.25 a b < 215.25
ii 2.81 c a < 3.21 (3 sf) iii 214.75 (a b) + c < 245. 75 iv 870.25 c2 < 930.25
2 a 8.62 cm (3 sf) b 7.42 cm (3 sf)
their calculators.
These can then be written on the board and the recurring notation explained to
32
the class. For example: 154 = 0.26, 33
= 0.96.
Ask if there is any relationship between the denominators which give
terminating decimals? They are all multiples of powers of 2 (2, 4, 8, 16, ),
powers of 5 (5, 25, 125, ), powers of 10 (10, 100, 1000, ), or products of
these, such as 40 (4 10), 50 (5 10) .
Exercise 7F Answers
1 a 0.571 428 b 0.7524 c 0.69 d 0.3 e 0.2
2 9 = 0.1, 9 = 0.2, 9 = 0.3, 9 = 0.4, 9 = 0.5, 9 = 0.6, 9 = 0.7, 89 = 0.8, 99 = 0.9
1 2 3 4 5 6 7
Extension Answers
1
2 3 4 5
13 = 0.076 923, 13 = 0.153 846, 13 = 0.230 769, 13 = 0.307 692, 13 = 0.384 615,
6 7 8 9 10
= 0.769 230 ,
13 = 0.461 538, 13 = 0.538 461, 13 = 0.615 384 , 13 = 0.692 307, 13
11
12
= 0.923 076, 13
= 1
13 = 0.846 153, 13 13
2 Write each of the following recurring decimals as a fraction in its simplest form.
a 0.54 b 0.246 c 0.2 d 0.12 e 0.37
Answers
1 a 0.571 428 b 0.8415 c 0.51
6 82
b 333
2 4 17
2 a 11 c 9 d 33
c 45
Exercise 7G Answers
1 a
153.9 b 0.627 c 820
2 a
13.69 b 32 768 c 1.95 d 0.000 002 2
3 a
3 b 8 c 11 d 1.5
4 2 b 4 c 5 d 0.6
a
5 a 15.8 b 70.4 c 512 d 104.22 e 7.87
6 a 138
99
1
b
210 c 413
20
Extension Answers
0.618
SATs Answers
1 Using film of 24 photos costs 56.10. Using film of 36 photos costs 61.40. For 360
photos, 24 photo films are 5.30 cheaper
2 a 0.636 62 b 0.528 68
3 a = 1500, b = 20
4 13 403.076 92 gallons, 13 000 gallons
5 a 1.01 105 N/m2 b 16.66:1 c 5.79 1010 km3
6 a 4 104 b 4 105 c 4.4 104
7 a ii Time, in hours, taken by spaceship to travel to Proxima Centauri
iii time in years, taken by spaceship to travel to Proxima Centauri
b 11 years
Answers
65
1 a 130.4164 b 165.3 c
126
2 a 143.5 b 12.25
CHAPTER
8 Algebra 4
LESSON Framework objectives Index notation with algebra:
negative powers
8.1 Know and use the index laws (including in generalised form) for multiplication and
division of positive integer powers; begin to extend understanding of index notation
to negative and fractional powers, recognising that the index laws can be applied
to these as well.
Exercise 8A Answers
Extension Answers
1 Expand the following, and find their value (use a calculator if necessary).
a 26 b 35 c 64 d 45 e 172 f 143 g 272 h 114
2 Write down the following in index form:
a tttt b ttttt c mm d qqq
3 a Write m + m + m + m + m + m as briefly as possible.
b Write t t t t t t as briefly as possible.
c Show the difference between 6m and m6.
d Show the difference between t4 and 4t.
4 Simplify each of the following:
a 2x3 4x7 b 12t6 3t c 20m5 5m3 d 3y 2y5 e x2 x3
5 Simplify each of the following, leaving your answer in fraction form:
a x3 x5 b 4m2 m5 c 8x4 2x d 2x5 3x8 e Ax Bx5 f Ax Bx5
Answers
1 a 64 b 243 c 1296 d 1024 e 289 f 2744 g 729 h 14641
2 a t4 b t5 c m2 d q3
3 a 6m b t6 c 6m = m + m + m + m + m + m, m6 = m m m m m m
d t4 = t t t t, 4t = t + t + t + t
4 a 8x10 b 4t5 c 4m2 d 6y6 e x
1 4 4 2 AB Ax6
5 a b c d e f
x2 m3 x5 3x3 x4 B
Exercise 8B Answers
1 a x = 3, x = 3 b x = 6, x = 6 c x = 7, x = 7 d x = 11, x = 11
2 a x2 = 50 2 = 25, hence x = 5 and x = 5 b x2 = 36 4 = 9, hence x = 3 and x = 3
3 a 4 b 5 c 9 d 10 e 2 f 10 g 4 h 5 i 5 j 3 k 6 l 2 m 3 n 5 p 2 q 9
4 a 5.1 b 7.4 c 9.7 d 10.4 e 16.6
5 a 2 b 1 c 5 d 3 e 10 f 4 g 1 h 10 i 0.1 j 0.2
6 b i 4.4 ii 4.6 iii 3.6 iv 6.4 v 12.6
3 50
7 a b 30 c 20 d 35 e 15 f 40
8 b i 3.6 ii 1.7 iii 7.9 iv 6.3 v 9.1 c i 4.0 ii 1.9 iii 7.4 iv 6.8 v 9.5
9 a 33 b 19 c 42 d 34 e 44
Extension Answers
a Only for A = B = 0
b Always true
c Never true
d Always true
1 Estimate the square root of each of the following. Then use a calculator find the result to one
decimal place and see how close you were.
a 46 b 31 c 74 d 129 e 215
2 Without a calculator, state the cube roots of each of the following numbers.
a 64 b 343 c 216 d 729 e 512
3 a Estimate the integer closest to the cube root of each of the following.
i 96 ii 110 iii 55 iv 297 v 3000
b Use a calculator to find the accurate value of the above. Give your answers to one decimal
place.
4 State which, in each pair of numbers, is the larger.
a 20 , 3 55 b 28 , 3 149 c 18 , 3 79
5 Estimate the cube root of each of these numbers without a calculator.
a 15 b 61 c 400 d 150 e 850
6 Try to estimate the cube root of each of these numbers without using a calculator.
a 25 000 b 8000 c 57 000 d 41 000 e 83 000
7 Write down the value of each of the following without using an index.
1
1
1
1
1
a 492 b 5123 c 164 d 10245 e (343)3
Answers
1 a 6.8 b 5.6 c 8.6 d 11.4 e 14.7 2 a 4b 7 c 6 d 9
e 8
3 i 4.6 ii 4.8 iii 3.8 iv 6.7 v 14.4 4 a 20 b 3 149 c 3 79
5 a 2.5 b 3.9 c 7.4 d 5.3 e 9.5 6 a 29 b 20 c 38 d 34 e 44
7 a 7 b 8 c 2 d 4 e 7
Complete this table with help from the class. Plot the coordinates given by the
table on a pair of axes drawn on the board. Plot the coordinates to show a
smooth curve.
Explain that the U-shaped curve is typical for a graph from a quadratic equation,
but do tell them that when the x2 part is negative, the graph will be an inverted
U-shape.
Ensure the class realise that quadratic graphs will always be curved, with no
straight lines and no kinks.
Exercise 8C Answers
1 a 9, 4, 1, 0, 1, 4, 9 b 13, 8, 5, 4, 5, 8, 13 c 12, 6, 2, 0, 0, 2, 6
d 3, 1, 3, 3, 1, 3, 9
2 a x 3 2 1 0 1 2 3
y 18 8 2 0 2 8 18
b x 4 3 2 1 0 1 2
y 8 3 0 1 0 3 8
c x 4 3 2 1 0 1 2
y 5 0 3 4 3 0 5
d x 3 2 1 0 1 2 3
y 4 0 2 2 0 4 10
3 b All the curves go through the origin, but the larger the value of a, (coefficient of
x2), the wider the graph becomes
4 b They are all parallel curves, with c being the y-axis intercept
Extension Answers
1 A sledge sliding down a slope has travelled a distance, d metres, in time, t seconds, where
d = 5t + t2.
a Draw a graph to show the distances covered up to 6 seconds.
b Find the distance travelled after 3.8 seconds.
c Find the time taken to travel 50 metres.
2 The cost, C pence, for plating knives of length L cm is given by the formula C = 50L + 7L2.
a Draw a graph to show the cost of plating knives up to 10 cm long.
b What would be the cost of plating a knife 8.7 cm long?
c What would be the length of a knife costing 4 to plate?
Answers
1 b 33.4 m c 5 s
2 b 9.65 c 4.8 cm
Exercise 8D Answers
SATs Answers
2
1 k = 3, m = 6 2 a 2n b c n2
n
3 a A wider U-shape. Goes through (0,0) and the y-axis is a line of symmetry.
b y = x2 c y = x2 + 1 d y > x2 and y < 2
4 a 0.04 b 1.6 m
Extension Answers
a y b y c y
y = 1x y = x1
2 y = x1
3
x x x
Answers
1 x = 1.45, y = 2.1
2 b t 0 1 2 3
d 0 3 12 33
CHAPTER
9 Handling Data 2
LESSON Framework objectives Probability statements
Use the vocabulary of probability in interpreting results involving uncertainty and
9.1 prediction.
0 1
Explain to the class that the stick is a probability scale. Tell them that one end is zero. Ask them for the value of
the other end.
Now point at the centre of the stick and ask them to tell you an event which has a probability of 0.5.
(For example, obtaining a Head on a fair coin.)
Now say to the class that you will point out a probability of something that happens and they will have to show
you the probability that it does not happen. For example, you point to 0.1 on the stick, the class would point to
0.9. Repeat this quickly for different values.
Finish by asking why Event happens and Event does not happen is not always at 0.5 (as there are two
choices). Ask the class to give you examples to explain the reason, such as dice P(6) = 16 , P(not 6) = 65 .
Exercise 9A Answers
1 a Probability of rolling 6 on a fair dice is 61. The fact that Ashad thinks he is unlucky does not affect his chance of
starting the game
b If this were true, it would rain forever
c Probability of snow depends which part of the world you are in and at what time of year
d Only true if there were equal numbers of mint, chocolate and plain sweets
2 a Incorrect, it could happen today
b Correct, assuming it is a fair coin
c Incorrect, it is possible that the bus could be late tomorrow
d Incorrect, there is an equal chance of picking out red or blue
3 a Not possible to know, as number of winning squares not given for each case
b Grid 1
c Proportion of winning squares is Grid 1 41, Grid 2 31, Grid 3 21. So, greatest chance of winning is using Grid 3
4 a Not independent because when Jonathan writes computer programs he is unlikely to be watching TV at the same
time
b Independent c Independent
Extension Answers
Answers
1 a This would only be correct if there were an equal number of black and white cubes
b Provided there are still some black cubes in the bag, there is a chance that black might be picked out
c As in part b, there is a chance. It would only be impossible if the black cube had been taken from the bag
2 I Incorrect, C Correct
A B C
X I I I
Y C I I
Z I I C
The events picking a blue ball, picking a yellow ball and picking a green ball
can never happen at the same time, given that only one ball is allowed to be
taken out. Such events are call mutually exclusive, because they do not overlap.
Using the same example, deal with the probability of an event which will not
happen. Thus, the probability of not picking out a blue ball is give by:
P(not blue) = 10 7
because there are seven outcomes which are not blue balls. Then note that
P(blue) + P(not blue) = 10 3 + 10
7 = 1
So, knowing P(Event happening), then:
P(Event not happening) = 1 P(Event happening)
Now ask the class to sum the probabilities of picking the three coloured balls.
Hopefully, they will get the correct answer of 1. Then tell them that because
there are no other possibilities, they are called exhaustive events.
Tell them that the events are also mutually exclusive and that when events are
both exhaustive and mutually exclusive, their probabilities always add up to 1.
The class can now do Exercise 9B from Pupil Book 3.
Exercise 9B Answers
Key Words
1 a 0.4 b 0.3 c 0.95
2 a 25b 16
c 25
25
9 d 35 mutually
3 a 0.55 b 0.45 c 0.75 d 0.25 exclusive
4 a Mutually exclusive b Mutually exclusive c Both d Neither
exhaustive
probability
Extension Answers
expectation
Plenary
Tell the class that in a box you have a set of mathematical instruments and other equipment: for example, pens,
pencils, pairs of compasses, protractors, and small and large rulers.
You say that in one hand you have, for example, pencils, and in the other hand you have rulers. The class have
to tell you whether the content of your hands is exhaustive, mutually exclusive or neither.
Repeat this with different combinations.
Homework
1 Ten pictures are shown, which are all face down. A picture is picked at random.
Answers
3 b 10
1 a 10 7 c 10
3 d 35
2 a 0.25 b 0.6 c 0.85
P(Head) = 21 21 61 = 12
1 21 65 = 12
5
Coin
P(Tail) = 21 21 =
61 1
12 21 65 = 12
5
Explain to the class that they are all valid methods. Tell them that unless they are
told what to do, they may use whichever method they prefer.
The class can now do Exercise 9C from Pupil Book 3.
Exercise 9C Answers
Extension Answers
a First game Second game Third game b WWL, WLW, LWW, WWW 4 + 27
c 27 4 + 27
4 + 27
8 = 27
20
23 Win
23 Win 13 Lose
13 Lose 23 Win
23 Win
13 Lose
13 Lose 23 Win
23 Win
13 Lose
13 Lose 23 Win
13 Lose
1 A builder is working on a patio. The probability that the weather is fine is 0.6, and the probability
that he has all the materials is 0.9. To complete the job in a day, he needs the weather to be fine
and to have all the materials.
a Draw a tree diagram to show all the possibilities.
b Calculate the probability that he completes the job in a day.
c Calculate the probability that it is not fine and he does not have all the materials.
2 A game is played three times. The probability of winning each time is 12.
a Show that the probability of winning all three games is 18.
b What is the probability of winning exactly one game?
Answers
1 a Weather Materials
0.9 Has all
materials
0.6 0.1 Does not have
Fine all materials
0.4 Not fine 0.9 Has all
materials
0.1 Does not have
all materials
b 0.54 c 0.04 2 a 12 12 12 = 18 b 38
Exercise 9D Answers
32
1 a 100
b Yes, it is probably biased: more 4s than other scores c 160 (32 5)
2 a Number on throws 10 20 30 40 50 b 0.64 c 0.64 200 = 128
Number of times it lands point up 6 13 20 24 32
Relative frequency of landing point up 0.6 0.65 0.67 0.6 0.64
Exercise 9D (Contd)
b 5 a
1 1
Relative frequency
Relative frequency 0.8 0.8
0.6 0.6
0.4 0.4
0.2 0.2
0 0
0 10 20 30 40 50 0 2 4 6 8 10
Numbers of throws Number of games
c 0.56 d 112 b Only know one out of first two games was won, not
e Probably, as best estimate is not 0.5 which one c 0.70
d Number of wins 1 3 4 6 7
Extension Answers
SATs Answers
A spinner has different coloured sectors. It is spun 100 times and the number of times it lands on blue
is recorded at regular intervals. The results are shown in the table.
Number of spins 20 40 60 80 100
Number of times lands on blue 6 10 15 22 26
Relative frequency 0.3
a Copy and complete the table.
b What is the best estimate of the probability of landing on blue?
c How many times would you expect the spinner to land on blue in 2000 spins?
d If there are two sectors of the spinner coloured blue, how many sectors do you think there are
altogether? Explain your answer.
Answers
a Relative frequency 0.3 0.25 0.25 0.275 0.26
b 0.26 c 0.26 2000 = 520
d Given spinner is fair, 0.26 41, so a quarter of sectors are blue. So, altogether eight sectors.
CHAPTER
10 Shape, Space and Measures 3
LESSON Framework objectives Fractional enlargements
Know that if two 2-D shapes are similar, corresponding angles are equal and
10.1 corresponding sides are in the same ratio.
Enlarge 2-D shapes, given a fractional scale factor; recognise the similarity of the
resulting shapes; understand the implications of enlargement for area and volume.
3 a Vertices at (3, 5), (5, 3), (1, 3) b Vertices at (1, 3), (3, 3), (3, 2), (1, 2)
c Vertices at (1, 3), (3, 2), (1, 2)
4 a 12 b (2, 2) c 16 cm2 and 4 cm2, 4:1 d 14
Extension Answers
1 Draw copies of (or trace) each of the following 2 Copy the diagram below onto a coordinate
shapes. Enlarge each one by the given scale grid and enlarge the triangle by scale factor 112
factor about the centre of enlargement O. about the origin (0, 0).
a Scale factor 13 8
7
O
6
4
b Scale factor 12 3
2
O
1
0
0 1 2 3 4 5 6 7 8
Answers
2 Vertices at (3, 3), (3, 6), (7.5, 3)
Now show the class how to calculate x in the diagram below and explain that
lengths are usually given to three significant figures.
Opposite
Using the formula: tan =
Adjacent
x
x
tan60 =
4 60
Multiplying both sides by 4, gives: 4tan60 = x 4 cm
So, x = 6.93 cm (3sf)
Make sure that the students know how to use their calculators to do this.
The class can now do Exercise 10B from Pupil Book 3.
1 Find the value of for each of the following. Give your answers to 1 decimal place.
a tan = 0.12 b tan = 0.956 c tan = 3.45
2 Find the value of each of the following. Give your answers to 3 significant figures.
a 5tan31 b 14tan51 c 23tan58.9
3 Calculate the angle marked in each of the following triangles. Give your answers to 1 decimal place.
a b c
4 cm
10 cm 12 cm
10 cm
18 cm 5 cm
4 Calculate the length of the side marked x in each of the following triangles. Give your answers to
3 significant figures.
a b c
x
x x
25
7 cm 15
62
9.5 cm
14.2 cm
Answers
1 a 6.8 b 43.7 c 73.8 2 a 3.00 b 17.3 c 38.1
3 a 21.8 b 29.1 c 67.4 4 a 3.26 cm b 2.55 cm c 26.7 cm
Extension Answers
1 Find the value of for each of the following. Give your answers to 1 decimal place.
a sin = 0.25 b sin = 0.854 c cos = 0.752 d cos = 0.235
2 Find the value of each of the following. Give your answers to 3 significant figures.
a 5sin62 b 12sin52.6 c 21cos86 d 3.7cos42.3
3 Calculate the angle marked in each of the following triangles. Give your answers to 1 decimal
place.
a b c
9 cm
15 cm 28 cm
3 cm
25 cm
13 cm
4 Calculate the length of the side marked x in each of the following. Give your answers to 3
significant figures.
a b c
11 cm 4.8 cm
x x 42 cm
31 17
55
x
Answers
1 a 14.5 b 58.6 c 41.2 d 76.4
2 a 4.41 b 9.53 c 1.46 d 2.74
3 a 19.5 b 29.9 c 26.8
4 a 5.67 cm b 1.40 cm c 24.1 cm
6m
2m
3 Identify the angle required by labelling it :
6 m (H)
2 m (O)
4 Identify the trigonometric ratio to be used:
The opposite and hypotenuse are known, so sine should be
O
used to solve the problem. The ratio required is sin = .
H
5 Solve the problem:
2
sin = = 0.333.
6
So, = 19.5 (1dp).
Extension Answers
SATs Answers
1 a 4 cm b 40 c 12 cm
2 a 10:14 = 5:7 and 8:12 = 2:3 so corresponding sides are not in the same ratio
b 11.2 cm
3 a 9.98 m b 2.9
4 a 056 b 1.40 km
5 a AC2 = 62 + 82 = 100, so AC = 10 cm b 11.7 cm c 5.9
65
Answers
1 9.06 m 2 10.9 3 a 50.2 km b 13.5 km 4 18.2 5 2.28 m
CHAPTER
11 Algebra 5
LESSON Framework objectives Expansion
Simplify or transform algebraic expressions by taking out single-term common
11.1 factors.
Square a linear expression, expand the product of two linear expressions of the
form x n and simplify the corresponding quadratic expression. Establish identities
such as a2 b2 = (a + b)(a b).
a1 3x + 6 b 5t + 20 c 4m + 12 d 2y + 14 e 12 + 4m f 6 + 3k g 5 + 5t h 14 + 7x
a2 2x 6 b 4t 12 c 3m 12 d 6y 30 e 20 5m f 6 2k g 8 4t h 15 3x
a3 8x + 8 b 18t 24 c 10m 15 d 9y + 21 e 9 9m f 8 + 16k g 6 12t h 4 + 6x
a4 12t + 3 b 15x + 10 c 10x 2 d 24x 8 e 28t 14
a5 x2 + 3x b t 2 + 5t c m2 + 4m d y 2 + 8y e 2m + m2 f 3k + k2 g 2t + t2 h 5x + x2
a6 x2 2x b t2 4t c m2 3m d y2 6y e 5m m2 f 2k k2 g 3t t2 h 6x x2
a7 4x2 + 3x b 2t2 3t c 3m2 2m d 4y2 + 5y e 4m 5m2 f 3k + 2k2 g 4t 3t2 h x + 4x2
a8 2x2 + 3x b 5t 3t2 c 4m + 5m2 d 7k2 2k
a9 9x + 14 b 10t + 27 c 18 8m d 2k + 26 e 4x 12 f 9x 7 g 6 x h 8 2x i 13m + 2 j 16m 3
k 4x 7 l 6x 36 m 9x 14 n 14x 19
10 a AB = y 5 b AB = 3y c AB = y + 1 d AB = 4y + 1
CD = 4x 1 CD = x + 3 CD = 3x 3 CD = 3x + 1
Extension Answers
2y
3
4y D
3y + 5
C ?
?
D C
7x + 5 8x + 4
Answers
1 a 3x2 + 4x b 3t 2 t c 4m2 3m d 5y2 + 3y e 5m 4m2 f k + 6k2 g 3t 4t2 h 2x + 5x2
2 a 8 3m b 2k + 14 c 3x 4 d 13 5x
3 a AB = 4x + 5, CD = 4y 3 b AB = 5x + 3, CD = y + 5
66 30 36 2 34 2 17
90 30 60 2 58 2 29
Using a target board such as the one shown below, work your way around the
class asking the students to convert temperatures in degrees Fahrenheit to their
approximate equivalents in degrees Celsius.
34 109 38 40 73
55 42 76 89 50
61 32 57 71 88
99 93 103 67 72
Extension Answers
Answers
1 a 3( x + 3) b 4(t + 3) c 2(m + 4) d 5( y + 3) e 2(5 + m) f 2(2 + 3k) g 5(2 + 3t) h 3(4 + 3x)
i 2(3x 2) j 4(2t 3) k 3(2m 3) l 4(5y 2) m 7(3 m) n 3(6 k) p 2(6 5t) q 5(3 x)
2 a x( x + 5) b t( t + 3) c m(m + 4) d y( y + 8) e m(6 + m) f k(2 + k) g t(7 + t) h x(1 + x)
i x( x 4) j t(2t 3) k m(m 5) l y(5y 4) m m(3 m) n k(6 5k) p t(6 t) q x(8 5x)
1 x2 + 7x + 12 2 x2 + 6x + 5 3 x2 + 9x + 14 4 x2 2x 8 5 x2 + x 12
6 x2 4x 5 7 x2 x 6 8 x2 + 5x 6 9 x2 x 12 10 x2 3x + 2
11 x2 9x + 18 12 x2 9x + 20 13 4 3x x2 14 10 3x x2 15 18 + 3x x2
16 x2 + 10x + 25 17 x2 6x + 9 18 4 4x + x2
19 f (x + y)(x y) = x2 xy + xy y2 = x2 y2
20 a 800 b 400 c 280 d 75 e 400 f 35 g 62 h 58 i 1997
Extension Answers
Answers
1 a x2 + 11x + 28 b x2 3x 18 c x2 + 2x 35 d x2 2x 15 e x2 7x + 12 f x2 3x 40
g x2 + 6x + 9 h x2 10x + 25 i x2 16
2 a 5000 b 94 c 348
Extension Answers
1 (3x + 1)(x + 1) 2 (3x + 1)(x 2) 3 (3x + 2)2 4 (2x 1)(x 5) 5 (4x + 5)(x 5)
6 (3x + 4)(2x 5)
Answers
1 (x + 4)(x + 2) 2 (x 5)(x 4) 3 (x + 4)(x 1) 4 (x + 2)(x 6) 5 (x + 2)2 6 (x 7)2 7 (x + 4)(x 4)
8 (x + 1)(x 1) 9 (x 7)(x + 3)
SATs Answers
1 a i 100 cm2, 80 cm2, 32 cm2 ii 252 cm2 iii 252 b i n2 cm2, 2n cm2, 6 cm2 ii n2 + 5n + 6
2 a 5(2y + 4) and 2(5y + 10) b 12( y + 24) c 7( y + 2) d 2y2(3y 1)
3d
3 a a = 1500; b = 200 b
5
4 a ( y + 3)2 = ( y + 3)( y + 3) = y2 + 6y + 9 y2 + 9 b i y2 + 7y + 10 ii y2 12y + 36 iii 6y2 y 40
V V (S U) (S U)
1 a i I = ii R = b i U = S FT ii F = iii T =
R I T F
(P 2w) (P 2b) 2A 2A
c i b = ii w = d i b = ii h =
2 2 h b
5(F 32)
2 a C = b i 53.9 C ii 19.2 C iii 13.6 C
9
3 a 24.5 cm2 b 11.8 cm2 4 a 1.60 b 0.75 cm
5 a 125.7 cm2 b 9.6 cm (9.5 cm if key on calculator used) c 1.5 cm
6 a N = 5, R = 3, A = 6, so N + R A = 5 + 3 6 = 2, so N + R A = 2.
c N + R A = 2, so N + R = 2 + A, so N + R 2 = A, i.e. A = N + R 2. N = 10, R = 9, so A = 17
7 a y = 2x 3 b y = 3x 5 c y = 9 2x d y = 14 3x e y = 4x + 3 f y = 5x + 1
8 a i y: 1, 1, 3, 5, 7 ii y: 4, 1, 2, 5, 8 iii y: 7, 5, 3, 1, 1
9 They are all parallel to each other ( y = x) and cut the y-axis at the negative value of the constant in the equation.
10 They are all parallel to each other ( y = x) and cut both the x-axis and the y-axis at the negative value of the constant
in the equation.
Extension Answers
They are all parallel to each other ( y = 6x) and they cut the y-axis at the negative value
of the product of the constant in the equation multiplied by the denominator of the
y coefficient.
3 Draw a graph of each of the following equations on the same pair of axes.
a y 2x 1 = 0 b y 2x 3 = 0 c y 2x + 1 = 0 d y 2x + 3 = 0
Comment on the similarities and differences between the graphs.
Answers
W (F P) (T 2n) (T 3m) 3V
1 a I = b i P = F MK ii M = c i m = ii n = d b =
PT K 3 2 ah
8(C 40)
2 a R = b 46.3 cm
19
3 All graphs should be parallel to each other ( y = 2x) and cut the y-axis at the negative value of the constant in
the equation.
CHAPTER
12 Solving Problems and Revision
LESSON Framework objectives Fractions, percentages and decimals
Revision of Number:
12.1 Solve increasingly demanding problems and evaluate solutions.
Solve problems involving percentage changes.
Use proportional reasoning to solve a problem, choosing the correct numbers to
take as 100%, or as a whole.
Recognise when fractions or percentages are needed to compare proportions; solve
problems involving percentage changes.
Enter numbers and interpret the display in context (negative numbers, fractions,
decimals, percentages, money, metric measures, time).
Fractions
Equivalent fractions
Cancelling
Converting mixed numbers to top heavy fractions and vice versa
Adding and subtracting fractions
Decimals
Ordering
Changing between metric measurement units
Percentages
Finding a percentage of a quantity
Finding one quantity as a percentage of another
Calculating percentage increase and decrease
Compound interest
Reverse percentage
14 7 3
1 a
15
b 18 c 4
20
2 134.4
3 a i 0.08 ii 2000 b 400450
4 a 45 0.85 0.9 b 1.13
5 a Always even b Always an integer
6 74.5 kg
7 63.05
8 36.21
9 a 200 000 b 425 000 c 3.9%
10 a 31.4% b 36% c Unleaded 76.2p per litre. Lead replacement 77p per litre
11 a 800 b 12.2%
12 a 836 b 499 c 295.53 d 6 days
13 a 16.521 174 86 b 16.5
Plenary
Go through the answers to the exercise. Discuss and clarify those with which
students had difficulty.
Homework
It is assumed that during the revision period students will be given a past SATs
paper to work through at home. Students will have seen some questions before in
the Maths Frameworking Pupil Books, so a mock SATs paper is provided in this
Teachers Pack, after the Chapter 12 lesson plans. The mock paper consists of SATs-
style questions which students will not have encountered before.
Additional homework questions are provided below, for further practice on the
topics covered in this lesson.
Homework
1 In a sale, a hi-fi is reduced by 15%. The sale price of the hi-fi is 459, what was the original price?
2 For each part of the question, where n is always an integer, write down the answer which is true and
explain your choice.
n2 2
a When n is even, is:
2
Always odd Always even Sometimes odd, sometimes even
n2 2
b When n is odd, is:
2
Always an integer Always a fraction Sometimes an integer, sometimes a fraction
Answers
1 540 2 a Always odd b Always a fraction
Four rules
Setting out in columns for addition and subtraction
Using box method or column methods for long multiplication
Using chunking for long division
Directed numbers
Using a number line
Combining signs when adding and subtracting: ++, +, etc
Ratio
Adding ratios
Dividing up an amount into a given ratio
Multiplying by a ratio to get individual amounts
Standard form
Writing numbers in standard form
Calculating with numbers in standard form
Plenary
Go through the answers to the exercise. Discuss and clarify those with which
students had difficulty.
Homework
Answers
1 a 2.62 108 b 3 1015 c 3.969 105
2 250 ml
Manipulative algebra
Substituting numbers into expressions
Expanding brackets
Factorising
Collecting like terms
Cancelling
Linear equations
Rearranging collecting together variables and numbers on the LHS and RHS
respectively
Inverse operations (change sides, change signs)
Checking answers by substituting into original equation
Plenary
Go through the answers to the exercise. Discuss and clarify those with which
students had difficulty.
Homework
Answers
1 a (x 4)(x 4) = x2 4x 4x + 16 = x2 8x + 16
b i 8x 9 ii x2 3x 28
2 a 1 b 6 c 0.5
8 60 9 72 10
1 3
Number of families
6 a b c d
4
0
1 2 3 4 5
Number of children 4 5
Barnsley 09 32
Birdwell 09 55
2 High Green 10 16
Sheffield 10 36 2 1 0
6 7 a b
5
5
c 5 d5
8 9 10
Women (20%)
Men (80%)
Plenary
Go through the answers to the exercise. Discuss and clarify those with which
students had difficulty.
Homework
Answers
1 16 square units
2 y 4, y x, x 1, x 3
Symmetry
Line symmetry
Rotational symmetry
Angles
Definition of acute, obtuse and reflex
Measuring angles
Angles at a point and on a straight line
Alternate and corresponding angles
Enlargements
Scale factor and centre of enlargement
Similar triangles
Right-angled triangles
Pythagoras
Trigonometry
1
a = 54, b = 82, c = 152
27.5 cm2
2
a 300 cm3 b 25 cm2
3
4
x = 18 cm, y = 10 cm
a 288 cm2 b 4 c 16 : 1
5
a 80 km b no, 100 kph 62 mph
6
c 93 miles, 50 km is about 31 and 3 31 = 93
7 a check sides measure 5 cm, 8 cm and 7 cm b 82
8 a a = 39, b = 39, c = 43 b angle ADB = angle DBE so AD is parallel to BE
9 40 cm
10
11 a 6.32 cm b 5.66 cm
12 a Area = 33.5 cm2, Perimeter = 24.4 cm b 4.09 cm
13 x = 16.6 cm y = 36.7
Plenary
Go through the answers to the exercise. Discuss and clarify those with which
students had difficulty.
Homework
x cm
2 Find the length x and the angle y in each of the triangles shown below.
a b
57 12 cm
7 cm
y
x cm 7 cm
Answers
1 15.2 cm 2 a 10.8 cm b 54.3
2 1
Answers 1 15 2 11 3 0.3 4 0.65 5 0 6
36 = 18
7 11.5 8 21
9 21 kg 10 c
Averages
The three averages used for discrete data
Range of a set of data
Mean of a table of discrete data
Mean of a table of grouped data
Surveys
Methods of sampling
Unbiased questions with unambiguous response boxes
Scatter diagrams
Types of correlation
Using line of best fit for predicting values
1 Any combination where the number of red to blue is in the ratio 2:1, e.g. 20 red 10 blue
2 a Q b R c P and R
3 a 6 b 5 c i False, there is no mode to start with ii False, both old and new marks were above median
iii True, total will be 2 more
4 0.3
5 a Not representative b Overlap of responses
6 a 3x b 3x + 1
7 a 56 b 39 to 71 = 32 c 33%
8 The percentage value of a car decreases as the mileage increases or there is a negative correlation
b 50% c 28 000 miles
9 a 30 b 4.9 10 3.75 min or 3 min 45 s 11 a 0.36 b 0.48 c 80
Plenary
Go through the answers to the exercise. Discuss and clarify those with which
students had difficulty.
Homework
1
1 When two dice are rolled the probability of a double one is .
36
a When two dice are rolled what is the probability of a double 2?
b Which answer shows the probability of a treble six when three dice are rolled.
1 1 3 1
18 216 216 42
2 The bar chart shows the distances that 50 students threw a discus.
15 14
Number of pupils
10 11
9
10
6
5
0
0 10 20 30 40 50
Distance (m)
a What is the probability that a pupil chosen at random will have thrown the discus more than
30 metres?
b What is the probability that a pupil chosen at random will have thrown the discus more than
45 metres?
c Work out the mean length of throw for the 50 pupils.
Answers
1 b 216
1 a 36 1
2 a 0.4 b 0.09 c 26.4 m
Level 5
(a) Complete the table below to show the number of small cubes of each colour that
are used.
(b) A 4 4 4 cube is made in the same way. Complete the table below to show the
number of small cubes of each type it has and the total number of cubes used.
Striped cubes 8
Total: ..........................
2 marks
10% of 240 is 24
20% of 240 is 48
5% of 240 is 12
so 25% of 240 is 48 + 12 = 60
(a) Show how Helen can work out 25% of 180 in her head.
2 marks
(b) This is how Jim works out 25% of 240 in his head.
Show how Jim can work out 25% of 460 in his head.
2 marks
packs
2 marks
3 marks
Tower N
1 mark
Tower M
1 mark
(c)
n m
Tower N
Tower M
n=m2
n=m4
n=m2
n=m4
1 mark
(d) Brian builds two more towers like Tower N and Tower M. Brians towers have an
equal number of cubes in them, and their heights are related by this expression:
n = m + 6.
Work out the value of m.
m=
1 mark
5 The graphs below show the number of goals scored per match by Team A and Team B
over 50 games.
Team A Team B
20 20
Number of games
Number of games
15 15
10 10
5 5
0 0
0 1 2 3 4 5 0 1 2 3 4 5
Number of goals Number of goals
(a) How many goals did Team A score altogether in the 50 games?
Goals:
2 marks
(b) Which team scored three or more goals in 20% of their games?
2 marks
(c) Eli says that the graphs show that Team B is more successful than Team A.
1 mark
Level 6
Distance Distance
Time Time
Graph 4 Graph 5
Fill in the gaps below to show which runner matches up with which graph.
Graph
Graph
Graph
3 marks
y C
A
y=x
10
LINE A
x=5
5 B
LINE B
y=5
LINE C
0 5 10
x x+y=5
D
LINE D
y = 5x
3 marks
5 cm
base
1 mark
height
10 cm
1 mark
1 mark
A different trapezium has an area of 20 cm2 and a height of 5 cm. What is the value
of a + b in the trapezium?
1 mark
3x + 1
area = 20 cm2
5x 5
Calculate the value of x and use it to find the perimeter of the rectangle.
perimeter = ...................... cm
2 marks
2 marks
2 marks
(c) Write an expression to show the total number of tiles in pattern number n.
1 mark
For this series of patterns, write an expression to show the total number of tiles in
pattern number n. Show your working and simplify your expression.
2 marks
2.5 30
0.25 ...................
= 75
75 1
7.5 ...................
2 marks
4a + 3
2b 25 = 75
c2 6
a = b = c =
3 marks
Level 7
The shortest distance from the flowerbed to the edge of the path is always 2 m.
On the diagram, draw accurately the position of the edge of the path.
Scale: 1 cm to 1 m
2 marks
a b a+b
+ =
2 3 5
2 marks
13 Passengers have been complaining to a bus company about how long they have to
wait for a bus.
An inspector records the waiting times of 100 passengers on one of the companys bus
routes on one day.
Results
40
35
Number of Passengers
30
25
20
15
10
0
0 5 10 15 20 25 30
(a) Use the graph to estimate the probability that a passenger chosen at random will
wait for 15 minutes or longer.
1 mark
(b) Use the graph to estimate the probability that a customer chosen at random will
wait for 7.5 minutes or less.
1 mark
You may complete the table below to help you with the calculation.
minutes
2 marks
1 mark
2 p3
a =
5
a=
1 mark
p2( p + 1)
b =
3p
b=
1 mark
15cd
3d
1 mark
1 mark
(x + 3)(x + 5)
1 mark
(x + 1)(x 2)
1 mark
(x 4)2
1 mark
Level 8
y
y = x3
1 mark
y
A y = x3
1 mark
(c) Curve A can also be obtained from the graph of y = x3 using a different
transformation.
1 mark
(d) The shaded region is bounded by the curve y = x3 and the line y = 2x.
y
y = 2x
y = x3
Circle two inequalities which together fully describe the shaded region.
2 marks
3 104 4 103
1 mark
(b) Circle the number that has the same value as 5 102.
2 marks
(4 105) (2 101)
1 mark
8 1010
4 102
1 mark
1 mark
What is the probability that it does not have both straight and curved edges?
1 mark
(c) What is the probability that a shape is chosen that has straight edges if you already
know that it has curved edges?
1 mark
Which calculation shows the probability that both shapes have curved edges?
6 6 6 5 6 6
+
10 10 10 10 10 10
6 5 6 5 6 5
+ +
10 10 10 9 10 9
1 mark
3a 2a
(a) Find the area of each circle, in terms of a and , and show that the total area of the
shape is 5a2.
3 marks
2 marks
CHAPTER
13 Handling Data 3
LESSON Framework objectives Revision of statistical techniques
Discuss how data relate to a problem; identify possible sources, including primary
13.1 and secondary sources.
Find summary values that represent the raw data, and select the statistics most
appropriate to the problem.
Extension Answers
The vertical axis (population) starts at 56 500 000, making population appear to more than double
in ten years. In fact it has only risen by about 2.4% as stated.
1 a Other categories not given, e.g. cycle or other b The categories overlap c 8.15 AM is in two categories
2 a Boys Girls b 45% c 18 T < 20 d 14 T < 16
12 T < 14 2 2
14 T < 16 4 1
16 T < 18 3 2
18 T < 20 0 4
20 T < 22 1 1
3 a 0 5 6 8 9 b 14 c 15 d 8
1 0 1 1 2 2 4 4 5 6 6 7 8 9 9
2 0 Key 0 | 6 means 6 students
4 a There are longer bars for females over 55 years old.
b Females may live longer generally in France; more men than women were killed in WWII (and WWI).
5 a mode = 1, median = 4, mean = 11.7 b mode = 5, median = 5, mean = 5.4 c mode = 4.50, median = 3.50, mean = 3.41
d mode = 18, median = 20, mean = 20.8
6 a Check that pie chart shows the following data: Class A B C D
b For this to be true the classes would have to
have equal numbers of students in.
Angle () 72 54 144 90 Key Words
7 a Height, h (cm) Cumulative frequency 8 Mean = 132.35 cm
h 100 0 data collection
h 120 7
h 130 39
raw data
h 140 80 primary source
h 150 97 secondary source
h 160 100
frequency table
c Median = 132.7 cm, IQR = 138.7 125.6 = 13.1 cm
frequency
diagram
Plenary population
pyramid
Explain to the class that it is important to be able to draw appropriate statistical diagrams
and calculate statistics such as averages, but that it is equally important to be able to
scatter graph
interpret them, commenting on how useful they are. cumulative
Ask the class if it is appropriate to use a pie chart to represent 20 categories of data [with frequency
so many categories, a bar chart might be easier to interpret], or ask the class if it is
sensible to use a scatter graph for 5 pairs of data [there are probably not enough data to lower quartile
produce a meaningful graph]. upper quartile
Briefly refer to the mode, median and mean and explain the effect of an extreme value on
the mean. Use the phrase, it would be inappropriate to use the mean as one value has
interquartile
distorted the data. For example, the data 50, 50, 50, 50, 100 give a mean of 50 when the range
100 is excluded, but a mean of 60 when the 100 is included.
Homework
1 The weights (in kg) of 24 men are given below. a Use the data to copy and complete the
62 48 55 67 81 40 45 59 58 62 frequency table.
72 65 70 82 66 48 59 68 71 65 Weight, W (kg) Tally Frequency
54 57 76 74 40 W < 50
b In which class is the median weight? 50 W < 60
c Complete a table of cumulative frequencies, 60 W < 70
draw the cumulative frequency graph and use it 70 W < 80
to calculate the median and interquartile range. 80 W < 90
d Explain why these weights are not representative of the whole adult population.
2 These tables show the average monthly temperatures for Paris and Madrid over the course of one year.
Paris Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
C 3.7 3.7 7.3 9.7 13.7 16.5 19.0 18.7 16.1 12.5 7.3 5.2
Madrid Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
C 5.3 6.7 9.7 12.0 16.1 20.8 24.6 23.9 20.5 14.7 9.3 6.0
a Draw suitable graphs to represent both sets of data.
b Comment on the differences between the average monthly temperatures in Paris and Madrid.
Answers
1 a Weight, W (kg) Tally Frequency c Weight (kg) Cumulative frequency
40 W < 50 |||| 4 W 40 0
50 W < 60 |||| | 6 W 50 4
60 W < 70 |||| || 7 W 60 10
70 W < 80 |||| 5 W 70 17
80 W < 90 || 2 W 80 22
b 60 W < 70 W 90 24
d Only males in results. Median = 62.9 kg, IQR = 72.0 51.6 = 20.4 kg.
2 a Histograms or line graphs drawn. b Average temperatures consistently higher in Madrid.
The class can now do one of the investigations in Exercise 13B from Pupil Book 3, working in small groups.
Plenary
Key Words
Having observed the students working on a choice of investigations, you may
wish to give one or more groups the opportunity to present their findings so far conjecture
to the rest of the class.
hypothesis
It is important that the students are encouraged to be critical of their own work
and that they can recognise any limitations. sample
Discuss how the problem can be extended using more complex data, for bias
example, analysing large sets of continuous data and carrying out more complex investigation
calculations, for example, using the interquartile range rather than the range in extension
order to overcome problems with extreme values. enquiry
limitations
Checklist for completing a handling data investigation
Specify the problem and plan
statement of problem or topic to investigate
hypothesis stating what you think the investigation will show
how you will choose your sample and size
any practical problems you foresee
identify any sources of bias and plan how to minimise them
how you will obtain your data
identify what extra information may be required to extend the project
Collect data from a variety of sources
follow initial plan and use a suitable data-collection sheet
Process and represent data
analysis of your results using appropriate statistical calculations and diagrams
Interpret and discuss data
comparison of results with your original hypothesis
list of any factors which might have affected your results and how you could
overcome these in future
consider the limitations of any assumptions made
a final conclusion
Homework
CHAPTER
14 Shape, Space and Measures 4
LESSON Framework objectives Shape and space revision
Use units of measurement to calculate and solve problems in a variety of contexts.
14.1 Know and use the formulae for the circumference and area of a circle.
Calculate the surface area and volume of right prisms.
Extension Answers
366 m, 6060 m2
5 cm 8 cm 12 cm 6 cm
9 cm 6 cm 15 cm 5 cm
2 Calculate i the circumference and ii the area of each of the following circles. Take = 3.14 or use
the key on your calculator. Give your answers to one decimal place.
a b
8 cm 20 cm
3m
2m 12 m
5m
Answers
1 a 45 cm2 b 24 cm2 c 180 cm2 d 60 cm2
2 a i 50.3 cm ii 201.1 cm2 b i 62.8 cm ii 314.2 cm2
3 96 m3
The layout below for each investigation is minimal. The students should always explain their choice of presentation and
link all their diagrams with the text. They may use different approaches to the investigations and these should be noted. The
use of algebra would also enhance the students work and should be encouraged wherever possible. All the investigations
are helpful to the preparation for the GCSE coursework assessment.
1 It is expected that the students will draw a sequence of
Size of square 1 1 2 2 3 3 4 4 5 5
squares and complete a table similar to the one on the right.
Note that units are not necessary for this investigation. Perimeter (P) 4 8 12 16 20
From the table, the students will notice that the 4 4 square Area (A) 1 4 9 16 25
has the same value for its perimeter and area. They should see
that this is the only solution, by noticing that, after the 4 4 square, the area is always greater than the perimeter. They
should then check this using another example. (It could also be shown by drawing a graph.)
Some students may be able to show that this is the only solution by using an algebraic approach.
For a square of side l, P = 4l and A = l 2.
l For the square to have the same value for P and A, 4l = l 2.
This is true only for l = 0 or l = 4. Clearly, l = 0 has no meaning, so l = 4 is the only solution.
l To extend the investigation, the students could consider rectangles.
By drawing a number of rectangles, they should find that the value of the perimeter equals the
value of the area when l = 6 and w = 3.
They may think that this is the only solution, but intuition may tell them that other solutions
may exist. For completeness, this can be shown by an algebraic approach:
w
For a rectangle of length l and width w, P = 2l + 2w and A = lw.
For the rectangle to have the same value for P and A, 2l + 2w = lw, which gives:
l lw 2w = 2l
w( l 2) = 2l
2l
w =
l2
This shows that there are an infinite number of solutions. For example, when l = 10, w = 2.5. Other solutions can now
be found.
Considering circles would also extend the investigation.
2 The students should start by completing a table of results to Size of square l P A l:P l:A
show the length (l), perimeter (P) and area (A) of the squares.
11 1 4 1 1:4 1:1
They can then find the ratios l : P and l : A.
22 2 8 4 1:4 1:2
From the table, the students can see that the ratio l : P is
always 1 : 4 and the ratio l : A is 1 : n, where n is the length of 3 3 3 12 9 1:4 1:3
the side of the square. They should now test their rules on new data.
They may be able to generalise: for a square of size n n, l : P = 1 : 4 and l : A = 1 : n.
The investigation could be extended by looking at cubes and considering the ratio of the length of a side to the surface
area and the ratio of the length of a side to the volume.
3 The students should start by considering squares of different sizes. They will realise that it will be easier to use even
numbers for the side of the square. They should then present their results in a table, as shown below, giving their final
answers to a suitable degree of accuracy. (One decimal place is suggested.)
Size of square Area of square Area of coin Area of coin as % % waste
of area of square
2 cm 2 cm 4 cm2 3.14 cm2 78.5% 21.5%
4 cm 4 cm 16 cm2 12.57 cm2 78.5% 21.5%
6 cm 6 cm 36 cm2 28.27 cm2 78.5% 21.5%
The students should now see that the percentage waste is always 21.5% for squares of any size. A further example
would show this.
An algebraic approach could also be used. For a square of side 2r, the area of the square is 4r2 and the area of the coin
is r2.
The area of the coin as a percentage of the area of the square is:
r2
100 = 100 = 78.5
4r2 4
So, the percentage waste is 21.5%.
The investigation could be extended to four coins stamped from a square or by considering rectangular sheets of metal.
4 a For a 6 2 table, there are two bounces.
b For a 6 2 table, the ball goes down pocket C.
c After drawing different sized tables, including square tables, the students Size of table Number of Pocket
should complete a table to show their results. The table on the right shows bounces
some results for 17 different tables, with the ball always starting from 11 0 C
pocket A. 22 0 C
From the table, the students should be able to spot various patterns. For 33 0 C
example: a square table has no bounces and the ball ends up in pocket C;
when the length and width of the table are reversed, the number of 21 1 B
31 2 C
bounces is the same but the ball may not end up in the same pocket. 41 3 B
The following is a summary.
For a table of length l and width w, write it as the ratio l : w. 32 3 D
When l : w cannot be simplified, the number of bounces, N, is given by 42 1 B
the formula: 52 5 D
N=l+w2 62 2 C
When l : w can be simplified to give the ratio a : b, the number of 43 5 B
bounces, N, is given by the formula: 53 6 C
N=a+b2 63 1 B
When l and w (or a and b if simplified) are both odd, the ball ends up in
pocket C. 23 3 B
When only l is odd (or a if simplified), the ball ends up in pocket D. 34 5 D
If only l is even (or a if simplified), the ball ends up in pocket B. 35 6 C
36 1 D
The students may write down these conditions, but in all cases they
should test their rules or formulae on further examples.
1 a 2 b 2 c 6 d 4 e 5
2 a 2 b 1 c 1 d 4
3 a 2 b 2 c 5 d 4 e 2
4 a 4 b 3 c 4 d 2
5 a 2 b 3 c 2 d 3
6 Cuboid with two square faces
Design a logo for a badge for your school, which has both reflection and rotational symmetry.
The layout below for each investigation is minimal. The students should always explain their choice of presentation and
link all their diagrams with the text. They may use different approaches to the investigations and these should be noted. The
use of algebra would also enhance the students work and should be encouraged wherever possible. All the investigations
are helpful to the preparation for the GCSE coursework assessment.
1 It is expected that the students will draw diagrams to show the number of lines of symmetry for a tile with different
numbers of shaded squares. Examples are shown below. (Reflections and rotations are omitted.)
One square
1 line of symmetry
4 lines of symmetry
The students should now notice that for five shaded squares, the diagrams are the same as for four squares but with the
shading reversed. Similarly for six, seven and eight squares. This could now be usefully summarised in a table.
The investigation could be extended by using a different size of tile.
2 There are 12 different pentominoes (excluding mirror images). The students should be encouraged to show their results
in a table.
Pentomino
Pentomino
CHAPTER
15 Handling Data 4
LESSON Framework objectives Revision of probability
Use the vocabulary of probability in interpreting results involving uncertainty and
15.1 prediction.
Identify all the mutually exclusive outcomes of an experiment; know that the sum
of probabilities of all mutually exclusive outcomes is 1 and use this when solving
problems.
Estimate probabilities from experimental data.
Compare experimental and theoretical probabilities in a range of contexts;
appreciate the difference between mathematical explanation and experimental
evidence.
Understand relative frequency as an estimate of probability and use this to compare
outcomes of experiments.
Plenary
Key Words
Explain to the class that it is important to be able to calculate probabilities from
experimental and theoretical situations in order to make and test hypotheses.
Ask the class to explain the meaning of bias. Point out that bias can be tested either by event
looking at raw data or by comparing experimental and theoretical probabilities. outcome
As an example, show the class the table below, which gives the results of spinning a
four-sided spinner 40 times. Ask the class if they think the spinner is biased, just by random
looking at these experimental frequencies. probability scale
Now ask them to work out the theoretical probabilities and compare with the
experimental probabilities.
experimental
probability
Number on spinner 1 2 3 4
Frequency 12 5 10 13 theoretical
From inspection of the data, the spinner appears to be biased against landing on 2, probability
because this occurs much less than the other numbers. Comparison of the experimental relative
5 = 0.125;
with the theoretical probability verifies this conclusion (experimental = 40
theoretical = 41 = 0.25).
frequency
Finally, point out that minor differences between expected frequencies and actual expectation
frequencies do not necessarily mean that there is bias. bias
fair
Extension Answers
sample
1 a Independent as 2nd roll is not affected by outcome of 1st roll.
sample space
b Not independent the chances of winning with 2nd ticket are increased as there is 1 ticket exhaustive
fewer to choose from.
c Not independent. independent
2 a Not mutually exclusive as 2 is both even and prime. mutually
b Mutually exclusive as the outcomes do not overlap.
c Not mutually exclusive as at least one tail includes two tails. exclusive
3 a Exhaustive as all possible outcomes are included.
b Not exhaustive as the outcome landing on the number 3 is not included.
c Exhaustive as all possible outcomes are included.
1 d Number of games 5 10 15 20 25
0.8 Relative frequency of wins 0.8 0.7 0.67 0.75 0.76
0.6 Number of wins 4 7 10 15 19
0.4
0.2
0
0 5 10 15 20 25
Number of games
Homework
Two four-sided spinners are each spun 80 times. The results are shown below.
For each spinner state whether you think it is biased by comparing i the individual frequencies ii the experimental
and theoretical probabilities.
1st spinner Number on spinner 1 2 3 4
Frequency 20 21 19 20
2nd spinner Number on spinner 1 2 3 4
Frequency 25 17 16 22
Answers
The 1st spinner is probably not biased: i as the frequencies are all close to 20
ii as the experimental probabilities are 20 21
= 0.25, 80
80 = 0.2625, 19
= 0.2375, 20
80 = 0.25, which are all close to the theoretical
80
probability of 0.25.
The 2nd spinner is possibly biased: i as the frequencies are not close to 20
25
= 0.3125, 17 = 0.2125, 16 22
= 0.2, 80
= 0.275, which are not very close to the theoretical
ii as the experimental probabilities are 80 80 80
probability of 0.25. It could still be argued here that these are sufficiently close to 0.25 to suggest the spinner is fair.
Plenary
Key Words
Having observed the students working on a choice of investigations, you may
wish to give one or more groups the opportunity to present their findings so far hypothesis
to the rest of the class.
experimental
It is important that the students are encouraged to be critical of their own work
and that they can recognise any limitations. data
Discuss how the problem can be extended using more complex analysis. mathematical
Discuss the effect of a small number of trials on the reliability of any relative explanation
frequencies as estimates of theoretical probability. statistical report
experimental
Checklist for completing a probability investigation probability
Specify the problem and plan theoretical
statement of problem or topic to investigate
probability
hypothesis stating what you think the investigation will show
how you will choose your sample and size
Relative
any practical problems you foresee frequency
identify any sources of bias and plan how to minimise them
how you will obtain your data
identify what extra information may be required to extend the project
Collect data from a variety of sources
follow initial plan and use a suitable data-collection sheet
Process and represent data
analysis of your results using appropriate statistical calculations and diagrams
Interpret and discuss data
comparison of results with your original hypothesis
list of any factors which might have affected your results and how you could
overcome these in future
consider the limitations of any assumptions made
a final conclusion
Homework
CHAPTER
16 GCSE Preparation
LESSON Framework objectives Reinforcement of Number
Solving quadratic equations.
16.1
1 a x = 1 or 1 b x = 2 or 5 c x = 3 or 6 d x = 4 or 3 e x = 2 or 7
f x = 3 or 8 g x = 8 or 1 h x = 3 i x = 4
2 a x = 1 or 2 b x = 5 or 6 c x = 2 or 4 d x = 3 or 2 e x = 5 or 2
f x = 1 or 4 g x = 5 h x = 4 i x = 5 or 3 j x = 3 or 5 k x = 6 or 4
l x = 3 or 2 m x = 9 or 1 n x = 6 or 3 p x = 1
Answers
1 a x = 3 or 4 b x = 1 or 6 c x = 7 or 6 d x = 5 or 2 e x = 3 or 6 f x = 9 or 3
2 a x = 5 or 3 b x = 3 or 10 c x = 1 or 5 d x = 2 or 7 e x = 3 or 7 f x = 2
Answers
1 a 3x2 11x 4 b 3x2 + 14x 5 c 4x2 + 4x 3 d 9x2 4 e 9x2 6x + 1 f 4x2 + 20x + 25
2 a (2x + 1)(x 4) b (2x + 3)(x + 5) c (3x 1)(x + 2) d (4x 1)(x + 6) e (3x 1)(2x 1)
f (3x + 1)(2x + 3) g (x 5)(5x 1) h (3x + 2)(2x 3) i (2x 3)(2x 5)
1 a x = 12 or 3 b x = 2 or 13 c x = 4 or 12 d x = 112 or 12 e x = 6 or 12
f x = 2 or 14 g x = 212 or 13 h x = 13 or 12 i x = 112 j x = 14 or 15
k x = 212 or 23 l x = 13 m x = 12 n x = 56 or 1 p x = 123 or 2
2 a x = 2 or 1 b x = 1 or 1 c x = 12 or 1 d x = 23 or 1 e x = 14 or 2
f x = 12 g x = 5 or 5 h x = 12 or 113 i x = 14 or 15
Answers
1 a 7 or 12 b 23 or 1 c 12 or 5 d 14 or 56 e 212 or 113 f 312 or 13
2 a 2 or 3 b 3 or 12 c 13 or 12
1 a x = 4 or 6 b x = 1 or 7 c x = 2 or 12 d x = 212 or 4 e x = 0 or 5
f x = 6 or 6
2 a x = 1.14 or 2.64 b x = 1.59 or 1.26 c x = 1.32 or 5.32
d x = 2.22 or 0.22 e x = 0.16 or 6.16 f x = 0.19 or 2.69
g x = 1.82 or 0.18 h x = 2.19 or 0.69 i x = 4.56 or 0.44
(3 5 ) 4 20 4 12
3 a b or 2 5 c or 2 3
2 2 2
6 32 10 92 2 8
d or 3 8 e or 5 23 f or 1 2
2 2 2
This will be useful for the investigation that ends this chapter.
Homework
1 Solve these equations using the quadratic formula. All answers are whole numbers or fractions.
a x2 + 4x 5 = 0 b 2x2 + 5x 3 = 0 c 6x2 19x + 10 = 0
2 Solve these equations, giving your answers to 2 decimal places.
a x2 + 7x 10 = 0 b 2x2 x 4 = 0 c 4x2 + x 7 = 0
3 Solve these equations, giving your answer in surd form.
a x2 4x 2 = 0 b x2 + 6x 1 = 0 c x2 + 5x 2 = 0
Answers
1 a 1 or 5 b 12 or 3 c 23 or 212
2 a 1.22 or 8.22 b 1.69 or 1.19 c 1.20 or 1.45
4 24 6 40 5 33
3 a or 2 6 b or 3 10 c
2 2 2
Answers
1 a (x + 6)2 36 b (x 3)2 9 c (x 10)2 100
2 a (x + 6)2 45 2
b (x 3) 6 c (x 10)
2
3 a x = 6 45 b x = 3 6 c x = 10 d x = 5 20 e x = 2 11 f x = 4 21
Answers
1 a x2 121 b 4x2 9 c 25x2 4y2
2 a (x 12)(x + 12) b (x 15)(x + 15) c (2x 6)(2x + 6) d (9x 8)(9x + 8) e (x 2y)(x + 2y)
f (4x 11)(4x + 11) g (x 3z)(x + 3z) h (2x 5y)(2x + 5y) i (9x 4y)(9x + 4y)
Introduce the investigation and ask the students to suggest ideas for getting started.
For example, they could start by looking at graphs of y = x2, y = 2x2, y = 3x2 etc.
Then look at graphs of y = x2 + 1, y = x2 2, y = x2 + 3 etc.
Then look at graphs of y = x2 + 2x, x2 3x, x2 + 5x etc.
Once they have an idea of the effect of a, b and c individually they could then look at more general equations.
Students should be encouraged to look at the roots from the quadratic formula or the completing the square
method. The vertex also could be investigated via the completing the square method.
GCSE Answers
1 0 and 5
2 a (x 4)(x 2) b x = 4, x = 2
3 a i 3( pq 2r) ii (c 4)(c 5)
b x = 7 or x = 2
p5
4 a (3p + 1)( p + 5) b
3p + 1
5 5.74, 1.74
6 a 9x2y6 b 3.14, 0.64
7 1.28, 0.78
8 a = 9 b = 2 c = 5
9 a = 5 b = 7
10 p = 2 q = 4
Students could be asked to continue the work at home if they have computer facilities or asked to look
on the Internet for information on the quadratic equation.
www.CollinsEducation.com
Online support for schools and colleges
10 9 8 7 6 5 4 3 2 1
ISBN 0 00 713881 4
Keith Gordon, Kevin Evans, Trevor Senior and Brian Speed assert their moral rights to be identified as the authors
of this work.
Any educational institution that has purchased one copy of this publication may make duplicate copies for use
exclusively within that institution. Permission does not extend to reproduction, storage in a retrieval system, or
transmittal, in any form or means, electronic, mechanical, photocopying, recording or otherwise, of duplicate
copies for loaning, renting or selling to any other institution without the prior consent in writing of the Publisher.
The publishers would like to thank the many teachers and advisers whose
feedback helped to shape Maths Frameworking.
Every effort has been made to trace copyright holders and to obtain their permission for the use of copyright
material. The author and publishers will gladly receive any information enabling them to rectify any error or
omission in subsequent editions.
Question 1
Total 5
Question 2
Total 4
Question 3
Total 5
Question 4
Total 4
Question 5
Total 5
Question 6
Question 7
Total 3
Question 8
Total 6
Question 9
Total 7
Question 10
Total 5
Question 11
Total 2
Question 12
Total 2
Question 13
Total 5
Question 14
Total 7
Question 15
y = x3 + 2
x
Total 5
Question 16
Total 5
Question 17
(b) 1 7
10 There are 7 shapes which do not have both straight and
curved edges (4 + 3) or (10 3) as there are 3 shapes with
both straight and curved edges.
Therefore P (a shape does not have both straight and
curved edges) = 107.
(c) 1 12 There are 6 shapes altogether which have curved edges
and 3 of them also have straight edges.
Therefore P(shape has straight edges given that it has
curved edges) = 36 = 12.
10 9 For this question you need to know that for two events A
6
(d) 1 5
and B:
P(A and B) = P(A) P(B)
provided A and B are independent events (i.e. an outcome
from one event does not determine an outcome of the other
event).
P(first shape has a curved edge) = 106
If another shape is chosen this leaves 9 shapes to choose
from, of which 5 have curved edges.
So, P(second shape has curved edges) = 59.
P(both shapes have curved edges) = 106 59.
Total 3
Question 18
4 2
a = =
You would only gain 1 mark if you tried to substitute
3.142 for , since the question asks for the answer in terms
of .
Total 5
1 a x = 1 or 1 b x = 2 or 5 c x = 3 or 6 d x = 4 or 3 e x = 2 or 7
f x = 3 or 8 g x = 8 or 1 h x = 3 i x = 4
2 a x = 1 or 2 b x = 5 or 6 c x = 2 or 4 d x = 3 or 2 e x = 5 or 2
f x = 1 or 4 g x = 5 h x = 4 i x = 5 or 3 j x = 3 or 5 k x = 6 or 4
l x = 3 or 2 m x = 9 or 1 n x = 6 or 3 p x = 1
quadratic
They may spot x = 1 as a solution. Give a clue that the other answer is a fraction
between 0 and 1. equations
They should find 12 fairly quickly. unitary
Discuss ways that this could be solved mathematically. coefficient
The students may establish that the factorisation is (x 1)(2x 1) = 0 and that
these brackets solve to 1 and 12.
Do more examples with a non-unit coefficient of x2, if time allows, such as
2x2 5x + 3 = 0.
Homework
Answers
1 a x = 3 or 4 b x = 1 or 6 c x = 7 or 6 d x = 5 or 2 e x = 3 or 6 f x = 9 or 3
2 a x = 5 or 3 b x = 3 or 10 c x = 1 or 5 d x = 2 or 7 e x = 3 or 7 f x = 2
quadratic
They should be able to put all previous ideas together to explain the process of
factorisation and solving each bracket. equations
e.g. (2x + 1)(x 2) = 0 giving x = 12 or x = 2 non-unitary
Repeat with other examples, if time allows, such as 3x2 5x 2 = 0. coefficients
Homework
Answers
1 a 3x2 11x 4 b 3x2 + 14x 5 c 4x2 + 4x 3 d 9x2 4 e 9x2 6x + 1 f 4x2 + 20x + 25
2 a (2x + 1)(x 4) b (2x + 3)(x + 5) c (3x 1)(x + 2) d (4x 1)(x + 6) e (3x 1)(2x 1)
f (3x + 1)(2x + 3) g (x 5)(5x 1) h (3x + 2)(2x 3) i (2x 3)(2x 5)
1 a x = 12 or 3 b x = 2 or 13 c x = 4 or 12 d x = 112 or 12 e x = 6 or 12
f x = 2 or 14 g x = 212 or 13 h x = 13 or 12 i x = 112 j x = 14 or 15
k x = 212 or 23 l x = 13 m x = 12 n x = 56 or 1 p x = 123 or 2
2 a x = 2 or 1 b x = 1 or 1 c x = 12 or 1 d x = 23 or 1 e x = 14 or 2
f x = 12 g x = 5 or 5 h x = 12 or 113 i x = 14 or 15
quadratic
Explain that the equation has 4 solutions since the highest power of x is 4.
Ask students if they can spot any of the solutions. They may spot 1 and 2 but equations
may not spot 1 and 2. non-unitary
Outline the method of solution ( x2 1)( x2 4) = 0. coefficients
So, x2 1 = 0 x2 = 1 x = 1 or x2 4 = 0 x2 = 4 x = 2. roots
Repeat with 4x4 37x2 + 9 = 0.
(4x2 1)(x2 9) = 0 x = 12 or 3.
Homework
Answers
1 a 7 or 12 b 23 or 1 c 12 or 5 d 14 or 56 e 212 or 113 f 312 or 13
2 a 2 or 3 b 3 or 12 c 13 or 12
4 + 41
(
4 + 6.5 2.5
Ask students to estimate the value of = = 1.25 .
2 2 2 )
3 52 5 + 31 1 13
Repeat with ( 2.5), ( 0.25), ( 1.1),
4 2 4
4 + 21
( 0.25).
2
5 60
Repeat with (two answers required) ( 1.25 or 6.25),
2
1 17
( 0.75 or 1.25).
4
1 a x = 4 or 6 b x = 1 or 7 c x = 2 or 12 d x = 212 or 4 e x = 0 or 5
f x = 6 or 6
2 a x = 1.14 or 2.64 b x = 1.59 or 1.26 c x = 1.32 or 5.32
d x = 2.22 or 0.22 e x = 0.16 or 6.16 f x = 0.19 or 2.69
g x = 1.82 or 0.18 h x = 2.19 or 0.69 i x = 4.56 or 0.44
(3 5 ) 4 20 4 12
3 a b or 2 5 c or 2 3
2 2 2
6 32 10 92 2 8
d or 3 8 e or 5 23 f or 1 2
2 2 2
This will be useful for the investigation that ends this chapter.
Homework
1 Solve these equations using the quadratic formula. All answers are whole numbers or fractions.
a x2 + 4x 5 = 0 b 2x2 + 5x 3 = 0 c 6x2 19x + 10 = 0
2 Solve these equations, giving your answers to 2 decimal places.
a x2 + 7x 10 = 0 b 2x2 x 4 = 0 c 4x2 + x 7 = 0
3 Solve these equations, giving your answer in surd form.
a x2 4x 2 = 0 b x2 + 6x 1 = 0 c x2 + 5x 2 = 0
Answers
1 a 1 or 5 b 12 or 3 c 23 or 212
2 a 1.22 or 8.22 b 1.69 or 1.19 c 1.20 or 1.45
4 24 6 40 5 33
3 a or 2 6 b or 3 10 c
2 2 2
completing the
A student could be asked to come to the board to give the solution.
The odd coefficient of x will cause problems, particularly when taking a square square
root coefficient
i.e. x2 + 3x 2 = 0 (x + 112 )2 414 = 0 (x + 112 )2 = 414 x + 112 = 414
x = 112 414 .
Now ask students to solve 2x2 + 4x 3 = 0 using the completing the square
method.
2x2 + 4x 3 = 0 2(x2 + 2x) 3 = 0 2[(x + 1)2 1] 3 = 0
2(x + 1)2 2 3 = 0
2(x + 1)2 = 5, (x + 1)2 = 212 x + 1 = 212 x = 1 212 .
Homework
Answers
1 a (x + 6)2 36 b (x 3)2 9 c (x 10)2 100
2 a (x + 6)2 45 2
b (x 3) 6 c (x 10)
2
3 a x = 6 45 b x = 3 6 c x = 10 d x = 5 20 e x = 2 11 f x = 4 21
difference of two
If possible, ask a student who wants to expand brackets to work through the
problem on the board, i.e. (x + 2)(x + 2) (x 4)(x 4) = (x2 + 4x + 4) squares
(x2 8x + 16) = x2 + 4x + 4 x2 + 8x 16 = 12x 12.
Now, ask if the original expression could be written in any other way. Some
students may recognise this as the difference of two squares.
Make sure that the students understand that the difference of two squares is an
identity, i.e. any values or expressions can be used for a and b in
a2 b2 = (a b)(a + b).
Using brackets (because of the minus signs), write the above as:
((x + 2) (x 4))((x + 2) + (x 4))
= (x + 2 x + 4)(x + 2 + x 4)
= (6)(2x 2)
= 12x 12.
Discuss the advantages of both methods.
Homework
Answers
1 a x2 121 b 4x2 9 c 25x2 4y2
2 a (x 12)(x + 12) b (x 15)(x + 15) c (2x 6)(2x + 6) d (9x 8)(9x + 8) e (x 2y)(x + 2y)
f (4x 11)(4x + 11) g (x 3z)(x + 3z) h (2x 5y)(2x + 5y) i (9x 4y)(9x + 4y)
Introduce the investigation and ask the students to suggest ideas for getting started.
For example, they could start by looking at graphs of y = x2, y = 2x2, y = 3x2 etc.
Then look at graphs of y = x2 + 1, y = x2 2, y = x2 + 3 etc.
Then look at graphs of y = x2 + 2x, x2 3x, x2 + 5x etc.
Once they have an idea of the effect of a, b and c individually they could then look at more general equations.
Students should be encouraged to look at the roots from the quadratic formula or the completing the square
method. The vertex also could be investigated via the completing the square method.
1 0 and 5
2 a (x 4)(x 2) b x = 4, x = 2
3 a i 3( pq 2r) ii (c 4)(c 5)
b x = 7 or x = 2
p5
4 a (3p + 1)( p + 5) b
3p + 1
5 5.74, 1.74
6 a 9x2y6 b 3.14, 0.64
7 1.28, 0.78
8 a = 9 b = 2 c = 5
9 a = 5 b = 7
10 p = 2 q = 4
Students could be asked to continue the work at home if they have computer facilities or asked to look
on the Internet for information on the quadratic equation.
www.CollinsEducation.com
Online support for schools and colleges
10 9 8 7 6 5 4 3 2 1
ISBN 0 00 713881 4
Keith Gordon, Kevin Evans, Trevor Senior and Brian Speed assert their moral rights to be identified as the authors
of this work.
All rights reserved. This CD-ROM must not be sold, rented, leased, sub-licensed, lent, assigned or transferred, in
whole or in part, to third parties. No part of this CD-ROM may be reformatted, adapted, varied or modified by the
user other than specifically for teaching purposes where enlargements and/or minor adaptations may be necessary.
This CD-ROM may not be reproduced or transmitted in any form or by any means, without the permission of the
publishers other than the form of printed copies for single use only.
The publishers would like to thank the many teachers and advisers whose
feedback helped to shape Maths Frameworking.
Every effort has been made to trace copyright holders and to obtain their permission for the use of copyright
material. The author and publishers will gladly receive any information enabling them to rectify any error or
omission in subsequent editions.